RELAÇÃO PROFISSIONAL PROFESSOR DO ENSINO SECUNDÁRIO - PROFESSOR DE EDUCAÇÃO ESPECIAL: PRÁTICA PEDAGÓGICA COM ALUNOS COM NEE Relation professor of secondary education - professor of special education: pedagogical practice with students with SEN
DOI:
https://doi.org/10.25746/ruiips.v5.i1.14487Keywords:
Inclusão, Prática Pedagógica, Professor de Educação Especial, Professor do Ensino Secundário, Relação Profissional, Inclusion, Pedagogical Practice, Professional Relationship, Secondary Education, Special Need EducationAbstract
Com o presente estudo quantitativo, propusemo-nos caraterizar as interações formais entre professores do Ensino Secundário e professores de Educação Especial quanto à frequência, iniciativa e ordem de trabalhos, e analisar em que medida as atitudes dos professores do Ensino Secundário face à relação profissional que estabelecem com o professor de Educação Especial influenciam as práticas pedagógicas que desenvolvem com estudantes com NEE. O estudo realizado permitiu-nos observar que as interações formais entre professores do Ensino Secundário e professores de Educação Especial acontecem essencialmente nos conselhos de turma, uma vez por período e por iniciativa da direção da escola ou do diretor de turma, e que existe uma relação entre as atitudes dos professores do Ensino Secundário face à relação profissional que estabelecem com os professores de Educação Especial e as práticas pedagógicas que desenvolvem com alunos com NEE.
ABSTRACT
With our quantitative study, we proposed to characterize the formal interactions between Secondary School teachers and Special Education teachers regarding the frequency, initiative and order of work, and to analyze the extent to which Secondary School teachers' attitudes towards the professional relationship they establish With the Special Education teacher influence the pedagogical practices they develop with students with SEN. The study allowed us to observe that the formal interactions between teachers of Secondary Education and teachers of Special Education occur essentially in the class councils, once per period and at the initiative of the direction of the school or of the class director, and that there is a relation Between the attitudes of Secondary School teachers in relation to the professional relationship they establish with Special Education teachers and the pedagogical practices they develop with students with SEN.
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