O trabalho colaborativo entre o professor regente e o professor de apoio no processo de inclusão escolar
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2022
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O objetivo da presente pesquisa consistiu em compreender o modo de organização pedagógica dos professores regentes e de apoio à inclusão em turmas do ensino regular que tinham a presença de estudantes com deficiência/transtorno para identificar os aspectos facilitadores e dificultadores do trabalho colaborativo. Os pressupostos teóricos de organização desta pesquisa foram os fundamentos do movimento de inclusão educacional e a perspectiva do trabalho colaborativo. Consideramos que o trabalho colaborativo se destaca como estratégia adequada para promover a inclusão dos estudantes com deficiência/transtorno, em função de permitir a troca de experiências entre professores e uma atuação em parceria em sala de aula, o que pode contribuir para a formação profissional e pessoal destes professores e o aprimoramento do processo de inclusão dos referidos estudantes. Foram participantes deste estudo, três professores regentes de classes comuns do ensino regular e três professores de apoio à inclusão, e a equipe gestora (direção escolar e coordenação pedagógica) de uma escola de uma Rede Municipal de Ensino Fundamental I, do Estado do Paraná. Como procedimentos metodológicos, optou-se pela pesquisa descritiva, pois este tipo de pesquisa permite ao pesquisador coletar os dados fornecidos pelos próprios participantes. A coleta dos dados se deu por meio de análise documental e entrevistas individuais e coletivas. A análise e o tratamento dos dados foram permeados pela análise de conteúdo (Bardin, 2011). Os resultados desta pesquisa indicaram que a concepção das participantes sobre a inclusão escolar e trabalho colaborativo, se refletiam no modo como estas organizavam suas práticas pedagógicas. Verificou-se que as participantes não desenvolviam o planejamento das atividades de modo colaborativo. Destacaram-se como facilitadores do trabalho colaborativo entre o professor regente e o professor de apoio à inclusão, aspectos relacionados ao perfil como disponibilidade, desejo e afinidade dos mesmos. Dentre os aspectos dificultadores, a ausência de tempo de planejamento coletivo configurou-se como barreira a uma comunicação eficaz da dupla e, consequentemente, uma maior interação durante as intervenções pedagógicas. Ainda, a organização da instituição escolar, o modo como estavam estabelecidas as suas rotinas, processos e práticas (planejamento pedagógico, avaliação escolar, recursos disponíveis, horários) foram aspectos considerados dificultadores para a efetivação do trabalho colaborativo entre os referidos professores. Estes resultados contribuem, com as pesquisas da área, como subsídio teórico e reflexivo sobre a relevância do trabalho colaborativo estabelecido entre os professores regentes e de apoio e reforçam a necessidade de a formação inicial e continuada dos professores contemplar o trabalho colaborativo e as suas implicações no processo de inclusão dos estudantes com deficiência/transtorno. Além disso, reforça a importância de a gestão escolar propiciar condições para o desenvolvimento do trabalho colaborativo entre os professores.
This paper aims to understand the pedagogical organization mode of regular classroom teachers and inclusion support teachers in regular education classes that have the presence of students with disabilities/disorders, in order to identify the facilitating and hindering aspects of collaborative work. The theoretical assumptions for the organization of this research were the foundations of the educational inclusion movement and the perspective of collaborative work. We believe that collaborative work stands out as an appropriate strategy to promote the inclusion of students with disabilities/disorders because it allows the exchange of experiences among teachers and a partnership performance in the classroom, which can contribute to the professional and personal development of these teachers and the improvement of the inclusion process of these students. The participants in this study were three regular classroom teachers and three inclusion support teachers, and the management team (school board and pedagogical coordination) of a school in a Municipal Elementary I Education Network in the State of Paraná. As methodological procedures, we chose descriptive research, because this type of research allows the researcher to collect data provided by the participants themselves. Data were collected through document analysis and individual and collective interviews. Data analysis and processing were permeated by content analysis (Bardin, 2011). The results of this research indicated that the participants' conception of school inclusion and collaborative work was reflected in the way they organized their pedagogical practices. It was verified that the participants did not develop the planning of activities in a collaborative way. As facilitators of the collaborative work between the regular teacher and the inclusion support teacher, aspects related to the profile, such as availability, willingness, and affinity, stood out. Among the hindering aspects, the absence of time for collective planning was configured as a barrier to effective communication of the duo and, consequently, a greater interaction during the pedagogical interventions. Also, the organization of the school institution and the way its routines, processes, and practices were established (pedagogical planning, school evaluation, available resources, and schedules) were considered to be hindering aspects of the effectiveness of the collaborative work between these teachers. These results contribute to research in the field as a theoretical and reflective subsidy on the relevance of the collaborative work established between regular and support teachers and reinforce the need for the initial and continuing education of teachers to consider collaborative work and its implications in the process of inclusion of students with disabilities/disorders. In addition, it reinforces the importance of school management to provide conditions for the development of collaborative work among teachers.
This paper aims to understand the pedagogical organization mode of regular classroom teachers and inclusion support teachers in regular education classes that have the presence of students with disabilities/disorders, in order to identify the facilitating and hindering aspects of collaborative work. The theoretical assumptions for the organization of this research were the foundations of the educational inclusion movement and the perspective of collaborative work. We believe that collaborative work stands out as an appropriate strategy to promote the inclusion of students with disabilities/disorders because it allows the exchange of experiences among teachers and a partnership performance in the classroom, which can contribute to the professional and personal development of these teachers and the improvement of the inclusion process of these students. The participants in this study were three regular classroom teachers and three inclusion support teachers, and the management team (school board and pedagogical coordination) of a school in a Municipal Elementary I Education Network in the State of Paraná. As methodological procedures, we chose descriptive research, because this type of research allows the researcher to collect data provided by the participants themselves. Data were collected through document analysis and individual and collective interviews. Data analysis and processing were permeated by content analysis (Bardin, 2011). The results of this research indicated that the participants' conception of school inclusion and collaborative work was reflected in the way they organized their pedagogical practices. It was verified that the participants did not develop the planning of activities in a collaborative way. As facilitators of the collaborative work between the regular teacher and the inclusion support teacher, aspects related to the profile, such as availability, willingness, and affinity, stood out. Among the hindering aspects, the absence of time for collective planning was configured as a barrier to effective communication of the duo and, consequently, a greater interaction during the pedagogical interventions. Also, the organization of the school institution and the way its routines, processes, and practices were established (pedagogical planning, school evaluation, available resources, and schedules) were considered to be hindering aspects of the effectiveness of the collaborative work between these teachers. These results contribute to research in the field as a theoretical and reflective subsidy on the relevance of the collaborative work established between regular and support teachers and reinforce the need for the initial and continuing education of teachers to consider collaborative work and its implications in the process of inclusion of students with disabilities/disorders. In addition, it reinforces the importance of school management to provide conditions for the development of collaborative work among teachers.
Descrição
Orientação: Isabel Rodrigues Sanches ; Co-orientação: Celia Regina Vitaliano
Palavras-chave
DOUTORAMENTO EM EDUCAÇÃO, EDUCAÇÃO, INCLUSÃO ESCOLAR, BIDOCIÊNCIA, EDUCATION, SCHOOL INCLUSION, COLLABORATIVE TEACHING