Navegando por Autor "Pinheiro, Vanessa Tavares Brito"

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    Planejamento colaborativo, documentação pedagógica e processos de aprendizagens: caminhos pela visibilização dos alunos da educação especial
    (Universidade Estadual do Paraná, 2022-10-25) Pinheiro, Vanessa Tavares Brito; Silva, Sandra Salete de Camargo; https://lattes.cnpq.br/7044281324055317; https://lattes.cnpq.br/6643320015870100; Silva, Sandra Salete de Camargo; https://lattes.cnpq.br/7044281324055317; Mano, Amanda de Mattos Pereira; https://lattes.cnpq.br/9864602016869508; Hummel, Eromi Izabel; https://lattes.cnpq.br/0729013084742634
    Education in an inclusive perspective has been often discussed in the academic and school environments. In the history of education in Brazil, we find the precursor landmarks of the inclusive processes contradictorily permeated by strong segregationist registers. In this context, this research aims to discuss the collaborative teaching when planning math classes for 6th grade Elementary School students with disabilities, pervasive development disorders, giftedness. While educator and teacher of special education, this researcher follows the difficulties lived by regular teachers in working with children/ students with disabilities. As a problematizing issue of the research, we searched to understand how the collaborative planning and pedagogical documents may contribute as tools to provide visibility for the disabled students´ learning. With qualitative and exploratory approach, based on research-action, approximately 12 elementary school professionals participated in this research, regular school teachers, teachers of specialized educational services and educators. To gather data, questionnaires were used through Google forms platform. For bibliographic support, reference authors in planning area and collaborative learning were used, as well as practices with pedagogical documents. Among the authors who give theoretical contribution for this work are Mendes (2010), Carvalho (2019), Mello (2020), Barbosa (2020) Faria (2020), Capellini (2019) and Zerbato (2019). From the data analysis, the research shows a proposal of teachers´ formation based on group studies of theoretical and methodological contribution which endorse the collective construction of inclusive planning. The results of the educational product were registered in an e-book entitled “Guidance for continued education: collaborative planning and pedagogic documents in the process of inclusion” that could be used in other places of formation with the school staff.