O trabalho colaborativo como estratégia para a educação inclusiva nos anos finais do ensino fundamental

• Ano de defesa: 2024
• Autor(a) principal: Teixeira, Amanda Machado
• Orientador(a): Graup, Susane
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Pampa
• Programa de Pós-Graduação: Doutorado em Educação em Ciências: Química da Vida e Saúde
• Departamento: Campus Uruguaiana
• País: Brasil
• Palavras-chave em Português: Active methodologies; Teacher training; Basic education; Collaborative Work; Final years of elementary school; Educação básica; Inclusive education; Metodologias ativas; Formação de professores; Trabalho Colaborativo; Anos Finais do Ensino Fundamental.; Educação inclusiva
• Área do conhecimento CNPq: CIENCIAS HUMANAS
• Link de acesso: https://repositorio.unipampa.edu.br/handle/123456789/10506

Considering the reality of Inclusive Education in basic education schools today, where teachers, school administrators, families and support professionals must work together to develop students who are the target audience for Special Education, this thesis aimed to investigate the practice of collaborative work to implement Inclusive Education in the Final Years of Elementary School in a public school in the state of Uruguaiana/RS. The method used is participatory research. The sample consisted of eight teachers from the Final Years of Elementary School and two members of the Management and Pedagogical team, totaling ten participants in the study, belonging to a public school in the state network. The intervention was divided into four stages, in order to contemplate the specific objectives of the study, which were: 1) to evaluate the proposals for professional teacher training on the theme of Inclusive Education, with teachers working in the Final Years of Elementary School, through a systematic review of the literature; 2) to analyze the contributions of active methodologies to the teaching-learning context of students who are the target audience for Special Education in basic education schools; 3) investigate the reality of Inclusive Education and collaborative work in the Final Years of Elementary School; and 4) develop a professional teacher training program based on collaborative work, for teachers and education professionals working in a public school in Uruguaiana/RS. Given this reality, it was possible to conclude that the promotion of collaborative work in schools is a potential strategy for teacher training and for the construction of more inclusive pedagogical practices in schools. This collaborative approach is essential for meeting the specific needs of students who are the target audience of Special Education in the context of the Final Years of Elementary School, and for the construction of a collaborative culture in schools.