Desafios para a participação e a inclusão numa escola burocratizada

Raul Alonso; Pedro Araújo; Paulo Delgado

doi:10.55777/rea.v15iEspecialII.4592

Authors

Raul Alonso Centro de Investigação e Inovação em Educação- Escola Superior de Educação do Instituto Politécnico do Porto (Portugal) https://orcid.org/0000-0002-4458-5042
Pedro Araújo Escola Superior de Educação do Instituto Politécnico do Porto- inED- Centro de Investigação e Inovação em Educação, Portugal https://orcid.org/0000-0003-3849-0167
Paulo Delgado Escola Superior de Educação do Instituto Politécnico do Porto- inED- Centro de Investigação e Inovação em Educação, Portugal https://orcid.org/0000-0001-6977-8214

DOI:

https://doi.org/10.55777/rea.v15iEspecialII.4592

Keywords:

Burocracy, Effectiveness, Inclusion, Participation, Teachers

Abstract

Children's participation in school is a crucial point of the United Nations Convention, but there is evidence that their voices have little impact on decisions made in the education system, compromising their inclusion. This situation worsens for those who have additional support needs for learning, a particularly disadvantaged and unprotected group, which demands effective responses to diversity and greater participation in their training and in the life of the educational community. Cumulatively, the role played by teachers is fundamental to achieving the goals of the UN 2030 Agenda and guaranteeing the right to quality, inclusive and equitable education. Excessive bureaucracy contradicts and makes these responses difficult, as it subordinates effectiveness in favor of procedural/documentary compliance, is hierarchical and depersonalizes relationships. Participation, on the other hand, requires time, debate, democratic sharing, confrontation of opinions and teamwork. This study, in which 3913 Portuguese teachers collaborated, investigates whether legislation on inclusive education makes it possible to overcome the bureaucratic dysfunctions that have increased in recent decades. It was concluded that the bureaucratic burden intensified, presenting pedagogical inefficiency, administrative/pedagogical inefficiency and ineffectiveness in the lives of students and other educational actors.

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Author Biographies

Raul Alonso, Centro de Investigação e Inovação em Educação- Escola Superior de Educação do Instituto Politécnico do Porto (Portugal)

Degree in Physics and Master in Physics and Chemistry in School Context from the Faculty of Sciences of the University of Porto. Master in Education with specialisation in Administration of Educational Organisations by the School of Education of the Polytechnic Institute of Porto. Doctoral student in Education at the University of Santiago de Compostela. Collaborating researcher in inED- Centre for Research and Innovation in Education. Secondary School Teacher. Representative of secondary school teachers in the Municipal Education Council of Viana do Castelo.

Pedro Araújo, Escola Superior de Educação do Instituto Politécnico do Porto- inED- Centro de Investigação e Inovação em Educação, Portugal

Degree in Classical and Portuguese Languages and Literature, Faculty of Letters of the University of Coimbra (1990/1994). Teacher in primary and secondary education since 1994. School Manager between 1999 and 2017 at the Secondary School of Felgueiras. Member number one and founder of the first school managers association in Portugal (ANDE). Master in Administration of Educational Organizations at ESE/IPP (2019/2021).

Paulo Delgado, Escola Superior de Educação do Instituto Politécnico do Porto- inED- Centro de Investigação e Inovação em Educação, Portugal

Degree in Law, Master in Education Administration and PhD in Education Sciences from the University of Santiago de Compostela, with Agregação in Education Sciences at UTAD - University of Tras-os-Montes and Alto Douro. Researcher at InED - Centre for Research and Innovation in Education and member of the Centre's Board; Adjunct Professor at the School of Education of the Polytechnic Institute of Porto, Portugal, with full and exclusive contract; Coordinator of the Master's Degree in Administration of Educational Organizations. Chairman of the Pedagogical Council of the School of Education of Porto since April 2017.

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