Da Integração à inclusão: Estudo de caso em Portugal

Abstract

This paper focuses on a School Group in Southern Portugal, where there are wide sociocultural as well as social origin diversities. This case study followed Stake’s triangle, promoting the interaction among document analysis, observation, and semi structured interviews. However, the methodology had obstacles in its application since the pandemic led to lockdown and intermittent school closure. As a result, the first author used the supplementary resource to her personal archive of observation. Interviews were limited to remote technologies and often the use of obligatory masks. These were some obstacles to direct social contact among subjects, recommended solely in exceptional situations. The direct observation and interviews in situ are highly advisable in a qualitative research project. Results show that the intermediate team understood the differences between integration and inclusiveness. Documents were coherent with legislation and norms. The Support Multidisciplinary Team to Inclusive Education established a network among schools, families, and communities to reach the best solutions for each student. Despite of difficulties to change well rooted practices and attitudes, most of the educators agreed that this School Group was in the right way to inclusive schools. Nevertheless, a small group applied the inclusiveness concept to special education only. This bypass to the concept’s application deviates from the spirit of the Incheon Conference, so restricting its sense.