Culturas colaborativas e inclusão escolar: limites e potencialidades de uma formação continuada centrada na escola

Abstract

Collaborative pedagogical work has been highlighted as one of the necessary conditions and strategies for improving the schooling processes of the target audience of Special Education, as well as being a powerful space for the professional development of school teams. The challenge for research is to find out how to provide training to promote collaborative work at school. The present study was based on the following questions: a) Continuing education centered on the school, focusing on collaborative work in teaching teams, could enhance the development of inclusive pedagogical strategies and practices in common classes? and b) What limits and potential would this training program have to foster collaborative teaching cultures aimed at schooling the target audience of Special Education? Based on these questions, we established the following objectives: Develop, implement and evaluate a Continuing Education Program focusing on collaboration between teaching teams in order to foster collaborative school culture and enhance inclusive pedagogical strategies and practices. It was a study based on the qualitative approach and assumptions of collaborative research. Nineteen professionals from a public school in a municipality in the state of Amapá-AP participated, of which 15 were teachers from the common classes, the teacher of specialized educational assistance, the one from the reading room, the educational caregiver and the school manager. The training program involved three thematic axes, distributed in seven meetings, totaling 30 hours, through a training model centered on the School, and descriptive and interventional training tools were used. Based on the reasoned analysis of the data, five categories of analysis were derived: 1) The structural and organizational dimension for the development of collaborative work from the perspective of school inclusion, 2) The pedagogical dimension of collaborative work for school inclusion, 3) The dimension formative of collaborative work: contributions to the professional development process, 4) Evaluation of the training program and, finally, 5) Considerations about the sustainability of collaborative and inclusive practices. The results showed that the descriptive formative tools of school culture and pedagogical practices showed the reactions and the way in which each experienced the reality of the presence of students targeted by Special Education within the school, and was related to knowledge, interactions and relationships professionals they established with their peers, and with the pedagogical conditions and support offered in the work environment. The formative strategies of intervention in the pedagogical concepts and practices focused on reflections on conceptions, attitudes and pedagogical strategies based on principles of universal interventions aiming at the quality of teaching for all students. The evidence allowed us to conclude that the theoretical knowledge about collaborative cultures and universal teaching strategies during the training program enabled the teaching teams to build new knowledge, increase expectations of the learning of the public students of Special Education and expand repertoires for the elaboration of collaborative class planning embodied in universal teaching strategies.