Programa de Pós-Graduação em Educação Inclusiva - PROFEI
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Item Ensino colaborativo e formação continuada em serviço: contribuições para práticas inclusivas(Universidade Estadual do Paraná, 2022-10-26) Gonçalves, Adriana Inocência; Cirino, Roseneide Maria Batista; Ross, Paulo Ricardo; https://lattes.cnpq.br/7691349501698381; https://lattes.cnpq.br/4251118936692913; https://lattes.cnpq.br/2171465009377491; Cirino, Roseneide Maria Batista; https://lattes.cnpq.br/4251118936692913; Ross, Paulo Ricardo; https://lattes.cnpq.br/7691349501698381; Cavalcante, Lucelia Cardoso; https://lattes.cnpq.br/9389580039097624; Zanata, Eliana Marques; https://lattes.cnpq.br/5940575768463168This research surrounds the theme of collaborative education and in-service training and its contributions to inclusive practices. It emerged from the evident problem in the distancing in relation to the practices performed by the teachers of the Specialized Educational Service and teachers of regular education. The objective was to analyze the contributions of collaborative education in the process of in-service training, in view of the development of inclusive pedagogical practices and the overcoming of distancing evidenced in the problem. This study is based on theorists that discuss inclusion from the perspective of the social approach, in the collaborative education stance, such as: Capellini, Mendes, Rabelo, Vilaronga, Zanata, Zerbato, among others. From the point of view of the methodology, this is a bibliographic theoretical and field research, of qualitative approach, characterized as collaborative research. The participants were a total of 17 teachers from the Araucaria Municipal Network, state of Paraná, Brazil, who work in regular education and Specialized Educational Service. For data collection, an initial questionnaire for identification of the personal and professional profile was completed and semi-structured interviews were carried out, considering the investigation of prior knowledge about the theme and formative demands indicated by the participants. The data collected were organized and exploited through the Thematic Analysis, in a qualitative and descriptive manner. The educational product available is an e-book, with self-education character. Evidence allows to point out that there is a need for continuing training, as reflections on conceptions, attitudes and strategies are required, and explain that the modality of in service training does not yet have the necessary dimension. It was observed the recognition of the need for collaborative work, which still lacks being better understood to be implemented, which can enable the disruption with biomedical models hitherto present in the conceptions and attitudes of some of the participants. Such disruption allows teachers to reconsider attitudes and conceptions and the consolidation of inclusive culture, also present in the context researched. Finally, it is concluded that the recognition of the social approach about disability, collaborative education, expectations on the learning of the target students of Special Education is the collaboration of the construction of inclusive pedagogical practices embodied in universal strategies of teaching