Colaboração da educação especial em sala de aula: formação nas práticas pedagógicas do coensino

• Ano de defesa: 2014
• Autor(a) principal: Vilaronga, Carla Ariela Rios
• Orientador(a): Mendes, Enicéia Gonçalves
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação Especial - PPGEEs
• País: BR
• Palavras-chave em Português: Professores - formação; Inclusão escolar; Ensino colaborativo; Coensino
• Palavras-chave em Inglês: Teacher training; Special education; School inclusion; Collaborative learning; Coteaching
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/2934

So that a sort of education can meet the needs of all students, it is necessary to think of strategies that seek success in learning. Among the supports for the Educational Target is the proposal of collaborative learning, which is when the regular class teacher works in collaboration with the teacher of the special education in the planning, implementation and evaluation of students teaching. In this sense, the general objective of the study presented here was to build proposals for collaboration in teaching practices of the Special Education teacher in the regular school classroom, which already had an ongoing co-teaching deployment initiative. Specifically, the study aimed to: (a) identify collaborative evidence from the teacher of Special Education and the ordinary classroom one; (b) develop and conduct a teacher training program for performance in co-teaching; (c) assess their training performed with Special Education Teachers (d) provide training spaces on the proposal for co-teaching to discuss and strengthen such support. In this sense, the present study is based on the type of collaborative action research, a kind of research that has been widely used in education, meeting the growing demand so that the academic research is more useful and practical. The development of the study involved four nonlinear steps, which were differentiated in this work to elucidate the journey made during the investigation: (a) Preliminary Step: ethical procedures implementations; (b) Step I: Initial Information Search; (c) Step II: Development and Implementation of the Training Programme and (e) Step III: Training program evaluation and training of subjects as mediators. The direct research participants were six teachers of Special Education. The context illustrates the beginning of a Special Education Teacher job in co-teaching perspective, however, it points out that it happens experimentally. The municipality has experienced this model of collaborating teaching, from its relationship with the university and the rich results that have been brought by this action for the students who are target of the Special Education. For activities with the regular class teacher, it is understood that another function should be performed; one that is differentiated from single previous models proposed with the activities in the resource multifunctional room, necessitating of a specific training for this initial contact and for the learning of the collaboration proposal, from the perspective of the research subjects. Thus, this support to the proposed co-teaching is characterized by being adaptive, therefore it requires time to contextual changes. Such a proposal must be intentionally cultivated or developed and must also be considered in the training processes, both initial and continuing through the professional practice which allows the practice and reflection on it. The fact that these proposals have been adopted by the municipal public policies of São Carlos facilitated the process of co-teaching and made the city to become one of the pioneers in the exercise of coteaching as a public policy in Brazil. To conclude this work, it is stated as a thesis that collaborative learning is one of the necessary supports to strengthen the proposed school inclusion, arguing that the student who is a Special Education Target has the right to education specialist support within the regular classroom, and the collaboration between the Special Education professional with the regular teacher is essential to build this inclusive space, taking into account the specificities of each professional and the formative character of these everyday exchanges.