As (im)possibilidades do ensino colaborativo nos anos finais do ensino fundamental

• Ano de defesa: 2018
• Autor(a) principal: Amaral, Denise Santos do
• Tipo de documento: Dissertação
• 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
• Palavras-chave em Português: Inclusão escolar; Ensino colaborativo; Educação especial; Ensino regular; School inclusion; Collaborative teaching; Special education; Regular education; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/20592

This research is linked to the Group of Studies and Research in Educational Psychology and Inclusive Education - GEPEIN and aims to analyze how the teachers of the final years of Elementary School understand the collaborative teaching with students with disabilities and / or (SEN). A research was developed with ten teachers from two schools in the municipality of Santa Maria - RS. The schools were chosen considering whether or not their teachers received in-service training that included content about collaborative teaching. The research was based on a qualitative analysis and a narrative interview answered by the five teachers of the school that received training and by the other five of the school that did not receive training. To interpret the data, we used the Content Analysis, establishing four categories, called: understanding about collaborative teaching; practices of collaborative teaching in a school context; articulation between the special education teacher and the common teaching teacher and the fourth implications of collaborative learning for students with disabilities and / or SEN. All ten teachers mentioned perceiving collaborative teaching as important, but they cited factors that hinder their achievement, such as the difficulty of articulation between Special Education teachers and the regular class, and the short time to perform this service model. It can be observed that the teachers who participated in the training, had moments to think about about the collaborative teaching. Teachers who have not received training understand that any and all help / assistance can be collaborative teaching. It is understood that collaborative teaching is not yet a practice, it is an action that needs to be disseminated among teachers. In order for the collaborative work of special education teachers and the different disciplines to succeed, it is necessary for the professionals involved to maintain a constant dialogue, and to add their responsibilities regarding the teaching process.