Educação especial e ação docente compartilhada: movimentos, tendências e desafios
| Ano de defesa: | 2023 |
|---|---|
| Autor(a) principal: | |
| Orientador(a): | |
| Banca de defesa: | |
| Tipo de documento: | Tese |
| Tipo de acesso: | Acesso aberto |
| Idioma: | por |
| Instituição de defesa: |
Universidade Federal de Santa Maria
Brasil Educação UFSM Programa de Pós-Graduação em Educação Centro de Educação |
| Programa de Pós-Graduação: |
Não Informado pela instituição
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| Departamento: |
Não Informado pela instituição
|
| País: |
Não Informado pela instituição
|
| Palavras-chave em Português: | |
| Link de acesso: | http://repositorio.ufsm.br/handle/1/32356 |
Resumo: | Based on the premise of education as a universal right and advocating for the connection between general and special education as a qualifying alternative for the schooling and learning processes of all students, this research aims to understand shared teaching practices on a national and international scale through scientific production in the educational field. Assuming the Systemic Thinking principles as a way of being in the world, we have outlined a methodological path inspired by the Integrative Literature Review method as a tool for constructing the analytical material. The review was conducted through the Capes Periodicals Portal in Portuguese, English, and Spanish, using a search strategy that includes various nomenclatures adopted to refer to the coordinated teaching action between general and special education. After selecting articles in two stages, initially based on titles and then on abstracts, using predefined inclusion criteria for each stage, the analytical corpus that endorses the research consists of 49 articles. The articles were read in full and systematized using a recurrence table, from which four analytical dimensions were distinguished, and subdivided into discussion axes. The first analytical dimension refers to the movements supporting the development of coordinated shared teaching action, consisting of three discussion axes: international legal movements, national documents relevant to education for all, and specific guidelines related to collaboration between general and special education. The second analytical dimension concerns the trends of this coordination and it is subdivided into four axes: conceptual dimensions, types of partnership between co-teachers, division of responsibilities among teachers, and nature of activities developed. The third analytical dimension elucidates the possibilities of shared teaching action and traverses four discussion axes: enhancement of inclusion processes, qualification of pedagogical practices, promotion of learning for the entire class, and teacher learning processes. The fourth analytical dimension refers to the challenges in the implementation conditions of this practice, encompassing discussion axes related to teacher training, school management, and common time for planning among teachers. By immersing ourselves in the context of scientific productions from different countries, we have identified a significant consensus recognizing the coordinated shared action between special and general education as an alternative to qualify the schooling and learning processes of all students. We question the need to qualify the support points for the implementation of coordinated shared teaching action: foreseeing coordinated shared teaching action as an organizational model of special education services within educational policies; investing in teacher training processes, both in initial and ongoing training; providing resources and necessary investment in school structure; ensuring sufficient human resources, establishing common planning time between the general and special education teacher as a school proposal. Thus, coordinated shared teaching action is advocated as a promoter of a more democratic school, emphasizing the need to promote the necessary conditions for its development. |