Possibilidades formativas da colaboração entre professores do ensino comum e especial em um município paraense

Abstract

Differential forms of support that favor the schooling and school inclusion of the Target Audience of Special Education or PAEE (in Portuguese - Público Alvo da Educação Especial) are needed in the educational space. The Collaborative Teaching, or Co-Teaching, is an assistance model that is able to strength the conjunction work between teachers of special education and common class, so they can act in a collaborative way in the classroom, joining knowledge and strategies for the PAEE students and consequently helping the class as a whole. Thus, this dissertation has as a guiding problem to inquire: how do special education teachers face the possibility of working collaboratively with the common classroom teacher? The present study has as main objective to analyze a formative experience of fomenting the collaboration between professors of special education and the common class, towards the model of collaborative teaching, to promote the school inclusion of the students PAEE. Specifically, this study proposed to: (a) describe the performance of special education teachers and common class, with a focus on collaboration, of a municipality in Pará, a Brazilian state; and (b) reflect with teachers of special education the results of a formative experience on collaborative teaching. The inquire was carried out in a Pará county, with 25 teachers of special education, based on a qualitative, collaborative research, whose purpose is to bring scholars and object of investigation together in order to promote the exchange of information between them. Thus, there were moments of formative intervention aimed at special education teachers and advisors in schools that accepted to implement the pilot project on co-teaching, requiring the participation of common class teachers. It was noticed that the cooperation between the educators was built through the small relations such as: coffee break moment, interactivity in the teachers/ resources / common rooms and in the planning of day to day activities, especially when they began to appropriate specific data (information) on assistance models, including collaborative learning, as they felt motivated to promote the exchange of knowledge with the common classroom teachers and to think about how they could put this strategy into practice. It was found that partnerships between special education teachers and those of the common class existed, but they needed to be strengthened, either by the daily interaction, or by the perception of the requirement for both to unite forces to help the disabled students, and as an outcome the whole class. Ergo, the results were observed after the reflection on the formative experience and the advisory in the schools, the beginning of a collaborative practice between a few special education teachers and the common class, as a means to make possible actions in the line of collaboration in the county, consistent with pedagogical management and coordination. It is expected that the study may favor the emergence of research on the importance of collaboration in school spaces between special education teachers and the common room, providing the schooling of students with disabilities building a more equitable society.