Perspectivas interculturais dos professores de educação especial do Algarve

Resumo

TMs study reveáis thè outlook of interculturalismi and strategies of some special education teachers working in public schools in thè Algarve* particularly in Via Real de Santo Antonio* Othao* Faro, Loulé and Portimao.. Their interest comes fram tíre questions that have been put: on that inclusive strategies put into. practice witli childrei and youth with special needs (educational) special in intemltural situations.. Assuming that development progresses throughout life^. determining what is what and how to- do it* as people and professionals* Theoretical Framework focuses on Education and Human Development* Mercultural Education and Special Education, essential activities in tins study. In tie first chapter* we address the human development in epigsieiics prospects Erickson (1993) and socio-affective of Vygotsky (1999-2003).. We understand the teacher as an adult under development* its essential role in the promotion of Quality Education for AH* held last Salamanca Conference (2009).. In the second approach* the Intercultural Education, developing the foGowing contents: latermltural Concept; Intercultural Education; Educating for Intercultural; and Train Teachers for Intercultural We refer to some investigations and various authors* including Shepherd (I99S)* Aguado. (1999/2004)* Moni (20£B) Spider (200)%, Sanchez: (20)04)* Coutinho. (2005}^ Candau (200%, Capucha (2Q:QS) Diaz (¡20©%, Jaurena (200&) Llamas (2008);* Rose (20)13); Ford (20)11); Rodrigues (2011/20iI5)* Lopez & all. (2014) and Martinez: and Parrilla (2015). In tire third we focus on special education* which in Portugal is founded and evolves in inclusive paradigm.. We focus on the importance of teacher training on withi special educational needs in special education systems* including Miranda Correia (1999-2008)* Bénard da Costa (2003-20:06) and Ainscow (2006 H 2009); to better understand the action of special education teachers* subjects of this research* in contexts, of social maladjustment.. Reinforce the importance of continuing teacher training from the beginning of his career to the specializations that promote truly inclusive teaching practices* through theoretical reflections, and updates, with the approach to authors like Gonçalves. (2000)* Ndvoa (20OSiWl% Sousa (20:12) and Lopez: et all. (20;I4).. We develop a qualitative investigative process* descriptive, heuristic and interpretive. The study sets up essentially as: a multiple case study* being essentially examined six cases of the Algarve school dusters.. Tine interpretative analysis, of data, from 70 questionnaires received* 10 Annual Activities Plans of school clusters* of 6 interviews and 6 naturalists class observations* occurred in six schools in different groupings* made it possible to answer the questions raised and achieve the objectives of study. The solutions enabled us to- confirm that: in the contest of study* attending diverse children and youth, schools hr intercultural situation in the various educational cycles* many with, disabilities covered by the Special Education* conducting global activities relating to them* and specific* differentiated activities is frequent in order to include studerts from other nationalities* cultural* ethnic* social* religious* health or disability* among other constraints to develapmert and participation in the school Efe of students.. Consequently* we assume that the fact that school groups promoted a wide range of specific activities targeted at the interests and needs of diverse; learners* pro motes* certainly* the develop ment and learning of a® stakeholders in the educational processes* contribuing greatly to- increase- qpaEty education for all. We belive that, somehow, with our performance and dissemination of the results of this research also contributed to the construction of teacher's knowledge and, consequently, to the enrichment of educational practices in public schools. Therefore, we belive benefit of a transverse mode, not only students but also other stakeholders in the educational processes.