Valéria Freitas Pereira is currently a PhD student in Educational Sciences at Lusófona University. Her research project is entitled: Inclusion Pedagogy: Attitudes and Actions.
In 2019, participated as a speaker at the III National Meeting of Young Researchers, organized by the Center for Interdisciplinary Studies in Education and Development (CeiED), Education of the Lusophone University of Humanities and Technologies.
In 2019, took part in the 9th Meeting of Researchers of CeiED, organized by the Center for Interdisciplinary Studies in Education and Development (CeiED), at the Lusophone University of Humanities and Technologies.
In 2017, participated in the II National Meeting of Young Researchers in Education, organized by the Institute of Education at the University of Minho.
In 2015, took a Postgraduate in Administration and School Management.
In 2006, took a Diploma in Advanced Studies – Learning Disabilities and Cognitive Processes from the University of Vigo.
Em 2005 took a o Máster in Evolutionary Psychology of Education from the University of Vigo.
In 1999, she completed her primary school teacher Degree.
Areas of academic and scientific interest
- Inclusive Education
- Educational Attitudes
- Educational Psychology
- School Organization and Management
Individual doctoral project
- Pedagogy of inclusion: Attitudes and Actions.
- Professor Doutor António Luís Carvalho
In the field of inclusive education, it is imperative to know teachers’ attitudes towards inclusion, since attitude generates motivation for the intervention, shaping behaviours and actions regarding the Pedagogy of Inclusion.
This research presents a study in the field of educational attitudes towards the inclusion of students, within the scope of a thesis in the PhD course in Education, Lusophone University (Universidade Lusófona), with the theme ‘Pedagogy of Inclusion: Attitudes and Actions’.
This study inevitably involves entering the fields of Inclusive Education. It is intertwined with issues of human rights, education for each and every one, following the global conjuncture as a primary objective to be reached by inclusive education systems. Despite the fact that they still have a long way to go in Portugal, what has been done is indicative of important and positive steps. The commitments and the involvement of teachers with the entire existing legislative framework have made it possible to understand where we are and where we want to go, with a forward-looking attitude.
The theme ‘Pedagogy of Inclusion: Attitudes and Actions’, acquires centrality and investigative relevance according to the need to identify teachers’ attitudes towards inclusion. It is to assume the need to change teachers’ attitudes and actions in a commitment around meaningful learning where all students are respected and valued in their individuality.
This research led us to reflect on the importance of understanding the issues related to the pedagogy of inclusion in their attitudes and actions towards the inclusion of students, proposing an intervention programme that promotes educational attitudes towards the inclusion of students, with a view to creating actions that facilitate the implementation of Inclusive Education.
Key words: Pedagogy, Inclusion, Attitudes, Actions, Inclusive Training for teachers