Ensino colaborativo e formação de professores: contribuições para a Educação Infantil

Abstract

The search for a fairer education encourages the need to rethink pedagogical practices in Early Childhood Education, where Collaborative Teaching emerges as a fundamental proposal to ensure access and effective participation of all children, including those with disabilities. In this context, this study aims to investigate how Collaborative Teaching in Early Childhood Education can contribute to the schooling of children with disabilities. The goal is to identify the possibilities of Collaborative Teaching in the actions of lead teachers and support teachers in assisting children with disabilities in the Nursery, Pre-K I, and Pre-K II levels of a Municipal Early Childhood Education Center in Santa Catarina. The methodology involved the application of questionnaires to 5 female teachers and 2 male teachers, to analyze pedagogical practices and the challenges of Collaborative Teaching in the perception of Early Childhood Education teachers. The results point to a knowledge gap regarding Collaborative Teaching, despite the significant interest of teachers in understanding and implementing this pedagogical strategy. These data were considered in the development of an e-book as an open educational resource, aiming to fill this gap and promote the dissemination of knowledge on the subject.