O ensino colaborativo e formação continuada: fortalecendo a parceria entre professores do AEE e da educação de jovens e adultos em Santarém – PA

Abstract

This dissertation discusses the implementation of a continuing education proposal for teachers in the municipality of Santarém-PA, in a state school, with an emphasis on collaborative teaching between Specialized Educational Assistance (AEE) teachers and regular education teachers. The study is situated in the context of Youth and Adult Education (EJA), and its central objective is to analyze the possibilities of implementing a collaborative teaching practice that promotes joint work between AEE and regular education teachers, aiming at improving inclusive pedagogical practices. The research adopts a qualitative approach based on the collaborative action-research method. It involved 15 teachers from the school, working in regular classrooms and AEE, who participated in continuing education activities focused on promoting collaborative teaching. The research identified a strengthening of the partnership between AEE and regular education teachers, promoting greater coordination in the planning and execution of pedagogical activities, with the aim of more effectively addressing the needs of EJA students, especially those in the special education target group. The results indicate that continuing education, conducted in the school environment, was essential for the development of collaborative strategies, enabling more effective inclusion and a more dynamic and inclusive teaching-learning process. The teachers reported that working together with their AEE colleagues broadened their understanding of the specificities of students with disabilities and facilitated the adoption of more adapted and inclusive pedagogical practices. The study also highlighted the challenges in implementing collaborative teaching, such as a lack of time for joint planning and the need for greater institutional support. The research concludes that collaborative teaching, combined with continuing education, can be an effective strategy to strengthen educational inclusion in EJA, by promoting the development of pedagogical practices that equitably address both special education students and others. The experience at the investigated school suggests that the implementation of collaborative teaching should be expanded to other educational institutions, with ongoing support from public policies that encourage joint training and collaboration between AEE and regular education teachers.