Percepcoes dos educadores sobre a inclusao na educação pre-escolar: o papel da experiencia e das habilitacoes

Paulo Cesar Azevedo Dias, Irene Maria Dias Cadime

Resumo


Em Portugal, a extensao dos servicos de educação especial à educação pre-escolar e relativamente recente. Sao tambem escassos os estudos que avaliam as percepcoes dos educadores de infância sobre as práticas inclusivas. Neste trabalho, pretendemos avaliar as percepcoes dos educadores de infância sobre a inclusao. Recorreu-se a uma amostra de 118 educadores de infância portugueses, a quem foi administrado o Inventario de Inclusao. Os resultados indicam que a implementação de práticas inclusivas esta relacionada com a percepcao de apoio e utilização anterior de práticas inclusivas. Educadores mais novos, com menos experiencia letiva e com menos experiencia na aplicação de práticas inclusivas possuem mais crencas sobre a inclusao. Educadores mais velhos e que trabalham mais tempo com criancas com necessidades educativas especiais percebem como melhores os efeitos da inclusao. Esses resultados sao discutidos à luz da literatura existente, apresentando-se tambem implicacoes para a pratica educativa e para a investigação.


Palavras-chave


Inclusao; Pre-escolar; Percepcoes; Educadores de infância

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DOI: http://dx.doi.org/10.1590/s0104-40362018002600962

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