Educação Inclusiva e Avaliação das Aprendizagens: entre discursos normativos e discursos sobre a prática

Abstract

This dissertation aims to understand the relationship between inclusive education and assessment practices related to the learning of students with specific educational needs. More specifically, it seeks to: (a) identify basic education teachers' perceptions of inclusive education; (b) analyze the effects that inclusive education has had on assessment practices; and (c) characterize the assessment procedures adopted in the evaluation of students who require the application of educational support measures for learning, in universal, selective, or additional nature (Decree-Law 54/2018). This is a qualitative study, employing document analysis and semi-structured interviews with teachers from the 2nd and 3rd cycles of basic education and secondary education in school clusters (Agrupamentos de Escolas - AE) in Portugal. The results reveal a certain discrepancy in teachers' understanding of inclusive education, which some still understand only from the perspective of students with special educational needs. Furthermore, in terms of generated effects, the implementation process of the measures established by Decree-Law 54/2018 is often interfered by bureaucratic obstacles, as well as a lack of resources. Regarding assessment procedures, data suggests that teachers face difficulties in meeting legal requirements, mainly due to time constraints, lack of technical-pedagogical support, and structural limitations. These challenges tend to lead to an automatic evaluation of the assessment of these students.