Interdependência e colaboração em contextos escolares inclusivos

• Ano de defesa: 2016
• Autor(a) principal: Ziviani, Mariza Carvalho Nascimento
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: School inclusion; Interdependence; Pedagogical practice and collaboration; Interdependência; Prática pedagógica e colaboração; Cooperação - Educação; Educação especial; Escolarização; Inclusão escolar; Professores - Relações; Prática de ensino; Educação; 37
• Link de acesso: http://repositorio.ufes.br/handle/10/8663

This research had as main purpose analyze the interrelationships in an inclusive school environment, considering the educational policy implemented in São Mateus town/ ES-BRA. In these interrelations, the interdependencies and collaboration are focus of our analysis. We refer the assumptions of Figurational Sociology, drawn up in all the works of Norbert Elias, considering the concepts and notions of the civilizing process, figurations and interdependencies. Our methodological approach pervaded by qualitative research, and we rely on the collaborative-critical and action research (JESUS, 2008). As data collection instrument, we used the observation, semistructured questionnaires and building collaborative practices in the context of a school that has the enrollment of students in intellectual disability situation. The main notes allow us to observe the implementation of collaborative practice between regular education teachers and specialist teachers tend impact positively in achieving pedagogical practices and contribute to the process of constitution of more qualified teachers knowledge to the demands of the students schooling with intellectual disability. In the study, however, both the teacher of the common school as the specialist teacher are in a dynamic in which the actions occur much at the individual level, marked by limited initiatives to constitute a movement of (re) creating opportunities for construction links and more collective practices. In the school context, the "time" factor was justified recurrently reminded element as reason for the absence of discussion spaces and collective studies. The study allowed us to understand that building relationships that strengthen more radical changes in educational practices is a slow and complex process, both in the figuration of the investigated school, as in the municipality. After all, these changes require a movement of "permission", in which each individual of the game, thus allowing to change the position, retrace paths, sometimes backward, sometimes forward, engaging in the educational process.