Educação Inclusiva: Formação Continuada na perspectiva do Coensino

Abstract

The explored theme in this research involves collaborative teaching, given the demands understood in pedagogical and methodological difficulties related to working with students who are the target public of Inclusive Education. The goal of this study was to identify the contributions of the philosophy of collaborative teaching, as a form of support and continuing education, in specialized educational care and in regular classrooms. The work was carried out through with a qualitative and applied approach. For the application and analysis of the data, two questionnaires were used as instruments, applied to teachers of the city of Marechal Cândido Rondon, Paraná. This work is based, mainly, on Vygotsky's and Gramsci's theoretical considerations and other authors who address the issue of collaborative teaching and Inclusive Education, such as Vilaronga, Mendes, Casal, Fragoso, Braun, Marin, Melo Hostins, among others. After preliminary analysis of the data, a continuing education program was built and implemented in collaboration with professionals in the field of Inclusive Education, covering the following topics: History of Special Education; Studies on childhood autism: Autism at school; Intellectual Disability Disorder: Psychological contributions; ADHD: Psychopedagogical contributions; Hearing impairment and Collaborative Teaching. Subsequently to continuing education, an educational product was produced, materialized in a training booklet: "Continuing Education in Collaborative Teaching". The research made it possible to identify the importance of using the philosophy of collaborative teaching as a practical alternative in everyday school life and also the difficulties and needs related to everyday school life, especially when working with inclusive education students.