Abstract

ROSA, Marco Corriente. Inclusive School - an approach from the professional teachers situation in Portugal. Sér.-Estud. [online]. 2017, vol.22, n.44, pp.3-19. ISSN 2318-1982.  https://doi.org/10.20435/serie-estudos.v22i44.1043.

This article discusses the concept of Inclusive School as a school promoting human rights. In this approach, which looks at the professional situation of teachers in Portugal, we present the partial results of a research process, in which a qualitative, descriptive and interpretive research strategy has been chosen that refers us to the relational and cooperative aspects in the teaching work, for the conditions of professional development and for the changes felt in their working conditions, due to the political and social changes that have determined significant changes in the educational context. The main conclusions suggest that teachers have an important increase in their work, which is characterized by bureaucratization and fragmentation of the same, increasingly oriented to a logic where the pressure is felt by the competitive performativity, thus enhancing the orientation of its activity for the overvaluation of school results.

Keywords : Inclusion; teachers; changes.

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