Inclusão escolar, formação continuada, pesquisa-ação e tecnologias: tecituras possíveis em tempos de pandemia

• Ano de defesa: 2021
• Autor(a) principal: Queiroz, Rafael Carlos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado Profissional em Educação; Centro de Educação; UFES; Programa de Pós Graduação de Mestrado Profissional em Educação
• Palavras-chave em Português: Inclusão escolar; formação continuada; pesquisa-ação colaborativo-crítica; pandemia; tecnologias; subject.br-rjbn; Educação
• Link de acesso: http://repositorio.ufes.br/handle/10/14844

The social isolation caused by the Covid-19 pandemic brought different challenges for education professionals, especially in regard to the processes of school inclusion of Target Audience students of Special Education. This study focuses on the continuing education of managers, pedagogues and teachers, having a premise that, at the same time it imposed many tensions, it was from these tensions that it was possible to build new/other training paths. The study aims to analyze the possibilities and challenges for the continuing education of education professionals from the perspective of collaborative-critical self-reflection in a pandemic context, with a propose to contribute to the school inclusion process of Target Audience students of Special Education. It is based on Jüngen Habermas's theory, on two perspectives: communicative rationality and on theory and praxis mediation. It uses the epistemological and methodological perspective of collaborative-critical action research, based on collaborative-critical selfreflection in a study-reflection group. Thus, professionals who work in a Municipal Network of Viana/ES school, professors and students of the University are constituted as actor-authors in the investigative process in the educational process in Espírito Santo. The data production process happened in 2020 year through virtual studyreflection groups, based on four movements: the virtual meetings of the Special Education Management Study-Reflection Group of Espírito Santo; the creation of the YouTube channel and the production and organization of videos and live broadcasts; the collaborative organization of a virtual mini-course and the organization and virtual meetings of the Study-Reflection Group at school. As instruments, the authors had transcripts and reports from the meetings, final reports from professionals who have had the minicourse, semi-structured questionnaire and field diary. The data were analyzed through content analysis, in the light of Habermas's critical theory. As a result, it was observed the power of study-reflection groups as an alternative to traditional models of teacher training and knowledge construction with the other and virtual networks as a possibility for training processes. As an educational product of the research, the authors present the collaborative creation of the Research Group channel on YouTube.