Narrativas (com)vividas em pesquisaformaçãoconversação: sobre a política instituinte de educação especial na perspectiva da inclusão em educação - o ensino colaborativo no CAp-UFRJ

• Ano de defesa: 2024
• Autor(a) principal: Motta, Thais da Costa
• Outros Autores: [e-mail]
• Orientador(a): Bragança, Inês Ferreira de Souza
• Banca de defesa: Ribetto, Anelice Astrid , Araújo, Mairce da Silva , Lima, Norma Trindade de , Mendes, Enicéia , Ribeiro, Tiago
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação - Processos Formativos e Desigualdades Sociais
• Departamento: Centro de Educação e Humanidades::Faculdade de Formação de Professores
• País: Brasil
• Palavras-chave em Português: Políticas de educação especial; Inclusão em educação; Ensino colaborativo
• Palavras-chave em Inglês: Special education policies; Inclusion in education; Collaborative teaching
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
• Link de acesso: http://www.bdtd.uerj.br/handle/1/23540

The purpose of this thesis album is to study the policies instituting Special Education from the perspective of inclusion in education, through collaborative teaching at CAp-UFRJ. It is a political study, not only through the legal text, but fundamentally through the effects of the policy on people's lives. To this end, conversations are used as the methodology for training research. Narrative and (auto)biographical sources that reveal life and training experiences in a profound, dialogical way and without a priori scripts. It is argued that this option favors a more factual and sensitive capture of the politics taking place. The conversations seek to understand how each co-author sees and feels everyday politics from their own place of experience. In the hermeneutic movement of understanding the narrated, a written meta-conversation is proposed after the conversation. Afterwards, the participants are invited to resume the conversations and overflow in co-interpretative sharing. This is a way of recalling experiences, reflecting on what has happened and proposing a feedback evaluation of the policies that are taking place. In this way, the research-formation is based on three main notions: the study of Special Education policies, through the experiences of the subjects; conversation as a democratic and epistemologically horizontal research option; and co-intrepretation in formative sharing for the feedback of policies, cultures and practices of inclusion in education.