Processos formativos colaborativos inclusivos: coordenadores pedagógicos, professores das Salas de Recursos Multifuncionais e comum

Abstract

This Doctoral thesis is linked to the Research Line “Public Policies in Education, Educational Practices and Diversity” of the Graduate Program in Education at the Universidade do Oeste Paulista (PPGE/Unoeste). The National Policy on Special Education from the Perspective of Inclusive Education (NPSEPIE) (BRAZIL, 2008a) considers as Target-Students of Special Education (TSSE) people with disabilities (hearing, physical, intellectual and visual), Autism Spectrum Disorder (ASD) and High Skills/Gifted (HS/G), ensuring them inclusion, Specialized Educational Services (SEE) and permanence of these students in the regular teaching systems, as provided in the Federal Constitution of 1988. This reality and the changes that society has gone through have made teachers of ordinary education and the Multifunctional Resource Rooms (MRR) rethink their pedagogical work and their training. The reality is that the common class teacher still feels unprepared and with difficulty to include the TSSE. Combining the skills of this professional with the knowledge of MRR professionals can help in their continuing education, reflection and review of their pedagogical practices. Given the above, this thesis aimed to propose and conduct a Collaborative Training Program between pedagogical coordinators, MRR teachers and teachers from the common class. Initially, together with The Department of Education of the Municipality where this thesis was developed, the schools with MRR were mapped and, from that, the pedagogical coordinators, MRR teachers and common class schoolteachers who had TSSE in their classrooms were identified. Subsequently, a questionnaire was prepared for the sociodemographic mapping and for experience surveying, also for the professional stage in which each participant was, as well as the training needs for each of them and the topics of interest to be addressed in collaborative training. Based on this survey, a Collaborative Training Program was planned, built and conducted, consisting of six face-to-face meetings with the objective of promoting teamwork and encouraging them to develop strategies, pedagogical approaches and employ resources in order to promote school inclusion. During the process, the professionals planned and developed classes to promote inclusion, providing activities and resources, at individual and group level, for all the students in the classroom. In this sense, they used Autoscopy to reflect on their own practice within the classroom and to assess the conduction of the training program. The study was collaborative, with a qualitative approach, analyzing continuing education policies and NPSEPIE (Brazil, 2008a). The applied questionnaire served as the basis for the preparation of training meetings. At the end of the meetings, Bardin's Content Analysis (2011) was carried out with the aim of categorizing, analyzing and evaluating the results of the six meetings. As a result, this thesis aimed to contribute to the understanding of educational policies, the training and performance of participating teachers through collaboration between the areas of activity.