O trabalho colaborativo entre profissionais do AEE e do ensino regular e seu papel formativo para o apoio à inclusão escolar

Abstract

Specialized pedagogical support for professionals working in regular classrooms has proven increasingly necessary. In response to this demand, collaborative practices between the Special Education Service (AEE) teacher and professionals working with students in regular education can serve as a productive working model. Considering the relevance of these propositions, this qualitative exploratory study aimed to investigate practical experiences of collaborative work carried out in municipal schools of a large city in the Metropolitan Region of Curitiba, Paraná, in serving students who are the target audience of special education (PAEE) in regular classrooms and Multifunctional Resource Rooms (SRMF). Building on these reflections, the research is guided by the following question: How can schools better meet the specific needs of PAEE students by fostering collaboration between regular education and SRMF? Furthermore, it seeks to analyze the outcomes of this partnership in minimizing educational barriers in the school context.The results highlight the importance of collaborative work for both parties involved in the teaching and learning process, as it facilitates co-planning and broadens the knowledge of the professionals through shared results and the formative process established by this partnership. Visible progress was observed during this process. This study underscores the relevance of such partnerships in building a richer and more meaningful pedagogical work model. Additionally, it emphasizes the need for continuous and collaborative training as a pathway to improving the quality of inclusive education and addressing the diverse special educational needs of students.