Das políticas às práticas na promoção de uma escola inclusiva

: um estudo de caso

Abstract

In this study, the inclusive school issue is analysed in a perspective of its promotion, through the application of public politics in the school context. In this regard, we start with questions such as, the school: what type of organization, what is inclusive school, what is the school board’s role in the promotion of an inclusive school and what kind of relationship there is between the school board and the Special Needs sector. These questions were the guidelines for a research study on the inclusive action in a school cluster in Lisbon district, having as foundation a theoretical design that defined the analysed object. We questioned the relevance of the application of public politics in the school context in the support of inclusive school. Interviews were used for data collection, and data management was performed using qualitative analysis. In this case-study, collected data suggest that this school cluster develops its action within an inclusion approach, following the set legislation and therefore improving the quality of the educational responses applied to a social setting that is increasingly demanding and heterogeneous and promoting an inclusive education and learning process. There are however some flaws in this process, in terms of organization and orientation. The data also that show the work developed between the Special Needs team, the other teachers and the specialized technicians, which arises from the established partnerships with external entities. Lastly, it is concluded that the Government legislates in favour of an inclusive school, but, at the same time, it is the main obstacle to its implementation. For that reason, the recommended strategies consist on updating the educational plan on the school cluster, so that it leads to the participation of all the educational community, and, mainly, the teaching community commitment to create an inclusive school. Furthermore, a less castrating action of the Ministry of Education is recommended, in order to create better circumstances that allow the effectiveness of an inclusive context in the Portuguese public school.

Date of Award	2014
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	Célia dos Prazeres Ribeiro (Supervisor) & João Salgueiro (Supervisor)