Trabalho colaborativo: desafios e possibilidades para o processo inclusivo

Abstract

This research focuses on collaborative work between specialist teachers and general education teachers. The guiding question is: what are the contributions, challenges, and possibilities of collaborative work between specialist teachers and general education teachers in the teaching- learning process of students in Specialized Educational Services (AEE in its Portuguese acronym)? The central objective is to analyze contributions, challenges, and possibilities of collaborative work between specialist teachers and general education teachers in the teaching- learning process of AEE students. Therefore, specific objectives are: a) identifying the challenges and possibilities of collaborative work from the perspective of sixth-grade teachers in Elementary School II; b) listing strategies for developing flexibilities or adaptations of inclusive pedagogical practices for students with Special Educational Needs (AEE) from the perspective of collaborative work; and c) describing the roles played by the specialist teacher and the regular teacher in collaborative work. This research is qualitative, exploratory, participatory, and descriptive, supported by fieldwork. The data were analyzed using content analysis by Bardin (1977), facilitating the identification of relevant categories, subcategories, and patterns. The research was conducted in a state school in Paraná that offers Elementary, Middle, and Vocational education levels. The study involved the school administration, pedagogues, and Portuguese Language (LP) and Mathematics teachers who taught sixth-grade classes that included students receiving Special Education Services (AEE). Data collection was conducted through semi-structured interviews with nine participants, using an open-ended questionnaire to allow for a broader and more reflective approach to the topic. Theoretical framework consisted of authors who discuss school inclusion and the practice of collaborative work within the educational context, with particular emphasis on the studies by Mendes, Vilaronga, and Zerbato (2018), Capellini and Zerbato (2019), Rabelo (2012), and Miranda (2020), among other researchers who contribute to the interpretation. Findings showed that collaborative work among teachers contributes to development of inclusive practices that promote more equitable education and revealed challenges that hinder collaboration among teachers in serving students with special educational needs. However, they also pointed to possibilities for consolidating collaborative work as an important tool for dealing with school diversity. Furthermore, collaborative planning among teachers was encouraged, promoting targeted actions with participation of all students. The research also resulted in the creation of an educational resource for teachers to support inclusion. It was concluded that collaboration among teachers strengthens pedagogical practice for all students, with greater attention to students with special educational needs, but its effectiveness requires the support of school management, organization that fosters this dialogue, and collective commitment.