Trabalho e ensino colaborativo para a promoção da educação inclusiva: formação colaborativa na escola

• Ano de defesa: 2024
• Autor(a) principal: Morais, Sheila Tatiane Tavares de Souza
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Rio Grande do Norte; Brasil; UFRN; PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO ESPECIAL
• Palavras-chave em Português: Educação especial; Educação inclusiva; Formação colaborativa; Trabalho colaborativo; Ensino colaborativo; Teoria histórico-cultural da atividade; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufrn.br/handle/123456789/61208

Considering that special education from an inclusive perspective has been one of the great challenges of today's school, this study focuses on the culture of collaboration as a tool for inclusion of all, and its general objective is to analyze collaborative training in service, considering the collaborative work and teaching with school professionals as a development possibility to promote school inclusion. This research has as its conceptual framework the Historical-Cultural Theory of Activity, in three generations of authors: Vigotski (2021, 2022); Leontiev (2014, 2021) and Engestrom (2016). Thus, collaboration in this study is discussed in the Collaborative Work between all professionals at the school and in the Collaborative Teaching that takes place between special education and regular education teachers. Furthermore, the research follows a qualitative approach of collaborative methodology based on the principles of Ibiapina (2016). The study had collaborative continuing education as the core of the research, and was carried out in a state public school located in the city of Natal, which receives students from Elementary School I. The data was produced through voice recording, photography, activities to survey school problems, field diary, and productions (drawings, diagrams) and a selfevaluative questionnaire. Furthermore, these data were examined following discursive textual analysis (Moraes, 2003), organized into three categories: inclusive education and its contradictions; organization of collaborative work for inclusion at school; organization of collaborative teaching considering the work of the general education and special education teacher in the classroom. So, in the first category, as results, we observed that school inclusion requires a collective and collaborative activity, in which the manifestations of contradictions emerging from this system are potential for change. In the second category, we point out as the main result that collaborative work at school is carried out by all professionals who work there, being a fruitful possibility for inclusion. And in the third category, thinking together, through joint planning between special education and regular education teachers, is a key part of organizing collaborative teaching and promoting inclusion. Furthermore, the dissertation also presents the evaluation of the collaborative training developed in the research and presents an educational product with the content of a training intervention proposal, systematizing a collaborative training experience for Collaborative Work at school, organized in an Ebook. As the main conclusion of this research, we infer that carrying out collaborative training, in a school context, is beneficial for the development of collaborative work and teaching at school, promoting the mobilization of the team to overcome problems that can only be solved in a collective context and collaborative. In this study, we highlight the importance of a culture of collaboration for inclusion at school.