Publication: Enfoques inclusivos en escuelas fronterizas y rurales portuguesas ante desafíos sociales: perspectivas del personal escolar
Authors
Martins da Silva, Nicolas
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
https://doi.org/10.6018/reifop.639611
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info:eu-repo/semantics/article
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Abstract
Este estudio tiene como objetivo, atendiendo a los cambios normativos más recientes en Portugal en materia de educación inclusiva, identificar prácticas escolares que promuevan la inclusión educativa de los alumnos, analizando los enfoques inclusivos de las escuelas rurales fronterizas en Portugal continental y de sus actores educativos frente a los desafíos sociales que enfrentan estas escuelas, considerando también el contexto de emergencia sanitaria. A nivel teórico, se parte de una visión de inclusión y de educación inclusiva basada en una educación de calidad para todos, de forma democrática y equitativa, prestando atención a la diversidad y a las características sociales, culturales e individuales de los alumnos. Metodológicamente, se realizaron entrevistas semiestructuradas a 38 directores de escuela y 24 profesores que coordinan el componente de educación para la ciudadanía. Los resultados permiten identificar diversos enfoques inclusivos en centros educativos fronterizo
The aim of this study is to identify school practices that promote the educational inclusion of students, considering the most recent regulatory changes in Portugal in terms of inclusive education, analysing the inclusive approaches of rural border schoolsin mainland Portugal and their educational actors in amid the social challenges faced by these schools and considering the context of the health emergency. At a theoretical level, we start from a vision of inclusion and inclusive education based on quality education for allin a democratic and equitable way, paying attention to diversity andthe social, cultural and individual characteristics of the students. Methodologically, semi-structured interviews were conducted with 38 school heads and 24 teachers coordinating the citizenship education component. The results allow us to identify various inclusive approaches in border schools, namely in promoting students' academic success, responding to structural asymmetries (geographical, socio-economic), including young people with diverse cultural backgrounds, andpromoting students' participation in the school environment.
The aim of this study is to identify school practices that promote the educational inclusion of students, considering the most recent regulatory changes in Portugal in terms of inclusive education, analysing the inclusive approaches of rural border schoolsin mainland Portugal and their educational actors in amid the social challenges faced by these schools and considering the context of the health emergency. At a theoretical level, we start from a vision of inclusion and inclusive education based on quality education for allin a democratic and equitable way, paying attention to diversity andthe social, cultural and individual characteristics of the students. Methodologically, semi-structured interviews were conducted with 38 school heads and 24 teachers coordinating the citizenship education component. The results allow us to identify various inclusive approaches in border schools, namely in promoting students' academic success, responding to structural asymmetries (geographical, socio-economic), including young people with diverse cultural backgrounds, andpromoting students' participation in the school environment.
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