A formação continuada de professores para educação inclusiva: em discussão os processos de ensino e aprendizagem dos gêneros textuais por meio da Pedagogia Histórico-Crítica

Abstract

Learning takes place more effectively when the content is connected to the learner’s social practice and lived context, in line with the sociocultural perspective. Thus, in continuing education programs, the content offered must not only provide theoretical foundations but also be applicable and meaningful to teachers’ pedagogical practice. This dissertation belongs to the research line “Teacher Education and Professional Practice and Educational Practices” within the Graduate Program in Education and addresses the following question: How can teachers from mainstream classrooms and resource rooms, through the use of textual genres—comic strips, news articles, dictionary entries, opinion articles, and game rules—support the intellectual and social development of students from Special Education enrolled in regular classes? To answer this question, the general objective is to analyze a teacher training process involving both mainstream and resource room teachers, through the implementation of the didactics of Historical-Critical Pedagogy and the use of textual genres, aiming at the intellectual and social development of students within the perspective of inclusive education. Grounded in Historical-Cultural Theory and Historical-Critical Pedagogy, a qualitative intervention-research was conducted with three (03) female teachers working with students in the first years of Elementary School—two from mainstream classrooms and one from a resource room—in public schools located in a municipality in Northern Paraná, Brazil. Data were collected through a questionnaire and during the pedagogical intervention sessions, which were recorded and organized according to the five stages of the historical-critical methodology and its didactics: (1) Current social practice of school content—analyzing how school knowledge is integrated and applied in contemporary society; (2) Problematization—identifying and critically analyzing challenges and issues related to the content; (3) Instrumentalization—using tools and methods to facilitate the practical application of content in education; (4) Catharsis—fostering reflection and transformation that generate new understandings and perspectives on the content; and (5) New current social practice of school content—applying these new understandings to adjust and improve educational practices, making them more relevant to society. The findings show that teacher training based on the principles of Historical-Critical Pedagogy enhanced inclusive pedagogical practices as well as the integration of textual genres into the intellectual and social development of students. The application of the five stages of this didactic approach fostered reflection and changes in how school content is addressed in the classroom. This study contributes to strengthening a teaching practice that values students and their specificities; highlights the role of textual genres in enriching teaching and learning processes while addressing both text structure and its social function; and integrates practical and theoretical knowledge to support teacher education and, consequently, student learning, within a critical, democratic, and inclusive perspective.