Traduzindo o aprendizado profissional sobre educação inclusiva na prática cotidiana da sala de aula: Uma revisão da literatura
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Resumo
As exigências enfrentadas pelos professores quando lidam com a diversidade estão a levar vários países a reformar a política de aprendizagem profissional (AP) para apoiar oportunidades de aprendizagem sustentáveis para todos. Uma vez que a inclusãoIE educativa (IE) se desenvolve numa dinâmica complexa, é essencial considerar a forma como os diferentes elementos interagem durante a implementação da PL em contexto. Existem potenciais tensões entre a política governamental, a orientação tradicional dos programas de AP para as necessidades especiais e o facto de a definição e a prática da IE diferirem de uma instância para outra. Atualmente, existe pouca investigação sobre a forma como a AP está a ser transferida para a sala de aula. Este artigo analisa a evidência académica relativa a quatro domínios que têm sido estudados separadamente, mas não integrados como um todo, na investigação sobre a educação para a inclusão: inclusãoIE educativa, prática inclusiva, aprendizagem de professores e aprendizagem profissional. O objetivo desta revisão é triplo: (i) fornecer uma visão geral da evolução do conceito de EI e do contexto da reforma contemporânea da Educação para Todos; (ii) compreender como a prática inclusiva é permeada por desenvolvimentos na EI e as suas implicações; e (iii) examinar criticamente diferentes perspectivas de investigação sobre PL na IE e ilustrar o valor de uma abordagem de complexidade que engloba elementos de macro, micro e mesoescala que se combinam para descrever os fenómenos complexos da IE.
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