Ensino, Educação Básica e Formação de Professores

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http://repositorio.ufes.br/handle/10/17479
Programa de Pós-Graduação Ensino, Educação Básica e Formação de Professores

Centro: CCENS
Telefone: (28) 3552 8731
URL do programa: http://www.ensinoeeducacao.alegre.ufes.br/pt-br/pos-graduacao/PPGEEDUC

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Navegando Ensino, Educação Básica e Formação de Professores por Assunto "Atendimento educacional especializado"

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    Ensino colaborativo e o processo escolarização de estudantes com deficiência intelectual
    (Universidade Federal do Espírito Santo, 2024-02-21) Carastro, Luana Balma; Anastácio, Simone Aparecida Fernandes ; https://orcid.org/0000-0002-7030-6748; http://lattes.cnpq.br/0532528200582514; https://orcid.org/0000-0002-7030-6748; http://lattes.cnpq.br/4220074008880698; França, Marileide Gonçalves ; https://orcid.org/0000-0003-1690-6088; http://lattes.cnpq.br/2559896753127751; Borges, Carline Santos ; https://orcid.org/0000-0002-3792-6021; http://lattes.cnpq.br/3800459317089612; Bregonci, Aline de Menezes ; https://orcid.org/0000-0002-9524-9815; http://lattes.cnpq.br/3512763662094305; Pimentel, Susana Couto ; https://orcid.org/; http://lattes.cnpq.br/6636602535604435
    Collaborative teaching has been identified as an important proposal for pedagogical action for the school inclusion of students with disabilities. From this perspective, this study analyzed the work carried out between the special education teacher and the regular class teacher, in the schooling process of students with intellectual disabilities, through collaborative teaching. This is a participatory research, with the researcher as co-teacher and as research subjects a Portuguese language teacher, working in the regular class, and four students with Intellectual Disabilities from a state public school in the Caparaó region of Espírito Santo. Observation, joint planning with the teacher, journal diary and semi-structured interview were used as data production instruments. The assumptions that supported this research are based on the historical-cultural epistemology of Vygotsky (1896-1934) to understand the development of students with intellectual disability and the processes of mediation, in the conceptualizations presented by Capellini (2004, 2018), Capellini and Zerbato (2019) about collaborative teaching, in addition to discussions about public policies and school inclusion. The results indicate that the main difficulties perceived for the development of collaborative teaching are directly related to the way in which the educational policy itself is organized and reflected in the school organization, pointing, mainly, the lack of time for collaborative planning. However, non-formal planning were an immediate solution to alleviate the situation, emphasizing the role of management that contributed so that collaborative practices becoming present and the importance of moments of collaboration, which were formative means for teachers. In view of these aspects, it is necessary to reflect on the practices developed regarding school inclusion, with the appreciation and encouragement of collaborative practices, understanding that students with intellectual disabilities recognize themselves in this context and must have their needs met and their potential valued, considering that the right to quality education is for everyone and noting that collaborative teaching is essential to guarantee that right
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    Os desafios da Educação Especial inclusiva com foco no trabalho colaborativo e nos processos de escolarização do estudante com deficiência intelectual
    (Universidade Federal do Espírito Santo, 2023-11-21) Filgueiras, Raquel Gava; Bregonci, Aline de Menezes; http://lattes.cnpq.br/3512763662094305; https://orcid.org/0009-0004-2745-8641; http://lattes.cnpq.br/9836613371112380; Effgen, Ariadna Pereira Siqueira; Franca, Marileide Goncalves; https://orcid.org/0000000316906088; http://lattes.cnpq.br/2559896753127751; Nunes, Isabel Matos; https://orcid.org/0000000191276384; http://lattes.cnpq.br/1434416276486446
    This research aims to understand whether collaborative work occurs at EEEFM “Nova Esperança”, and whether this work, in the way it occurs, contributes to the schooling process of students with intellectual disabilities. Considering that collaborative work between the specialist teacher and regular classroom teachers is an element that enhances practices and actions aimed at the schooling process of students with intellectual disabilities, we opted for qualitative research, of the case study type. and as instruments for data production: documentary research, using documents from the State Department of Education (SEDU) aimed at Special Education; and the semistructured interview carried out with regular classroom teachers, Specialized Educational Service (AEE) teacher and pedagogue. To process the data produced, content analysis was used, considering what the subject thinks and produces within a historical and social context. The research is anchored in Vigotski's (1989; 1998; 2001; 2011) approach, which highlights that every student is capable of learning, as long as their potential is valued, respecting their way and time to learn, which are different; and also in the contributions of Mendes, Vilaronga, Zerbato and Capellini (2018), who dedicated themselves to studying the process of collaborative teaching for the learning of target audience students in Special Education. Based on the documents analyzed, the theoretical contributions and the reports of the interviewees, it appears that collaborative work is not yet a reality at school. It appears that the lack of time to plan and knowledge about the processes that involve the development of Inclusive Special Education in the school context; the lack of training; excessive bureaucratic demands; crowded classrooms; lack of knowledge of the role of the specialized teacher and the objective of the AEE are obstacles to the proposal of collaborative work at EEEFM “Nova Esperança”. However, it is evident that teachers have a positive view of the schooling processes of students with intellectual disabilities when they argue that they can all learn and develop, revealing the possibility of this being fertile ground for the applicability of work-oriented strategies. collaboration between regular class teachers and specialist teachers with a view to building an inclusive school space and the right to schooling processes for students with intellectual disabilities.