Ensino colaborativo e o processo escolarização de estudantes com deficiência intelectual

• Ano de defesa: 2024
• Autor(a) principal: Carastro, Luana Balma
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Ensino, Educação Básica e Formação de Professores; Centro de Ciências Exatas, Naturais e da Saúde; UFES; Programa de Pós-Graduação Ensino, Educação Básica e Formação de Professores
• Palavras-chave em Português: Ensino colaborativo; Inclusão escolar; Atendimento educacional especializado; Collaborative teaching; School inclusion; Specialized educational service; Ensino
• Link de acesso: http://repositorio.ufes.br/handle/10/18281

Collaborative teaching has been identified as an important proposal for pedagogical action for the school inclusion of students with disabilities. From this perspective, this study analyzed the work carried out between the special education teacher and the regular class teacher, in the schooling process of students with intellectual disabilities, through collaborative teaching. This is a participatory research, with the researcher as co-teacher and as research subjects a Portuguese language teacher, working in the regular class, and four students with Intellectual Disabilities from a state public school in the Caparaó region of Espírito Santo. Observation, joint planning with the teacher, journal diary and semi-structured interview were used as data production instruments. The assumptions that supported this research are based on the historical-cultural epistemology of Vygotsky (1896-1934) to understand the development of students with intellectual disability and the processes of mediation, in the conceptualizations presented by Capellini (2004, 2018), Capellini and Zerbato (2019) about collaborative teaching, in addition to discussions about public policies and school inclusion. The results indicate that the main difficulties perceived for the development of collaborative teaching are directly related to the way in which the educational policy itself is organized and reflected in the school organization, pointing, mainly, the lack of time for collaborative planning. However, non-formal planning were an immediate solution to alleviate the situation, emphasizing the role of management that contributed so that collaborative practices becoming present and the importance of moments of collaboration, which were formative means for teachers. In view of these aspects, it is necessary to reflect on the practices developed regarding school inclusion, with the appreciation and encouragement of collaborative practices, understanding that students with intellectual disabilities recognize themselves in this context and must have their needs met and their potential valued, considering that the right to quality education is for everyone and noting that collaborative teaching is essential to guarantee that right