INCLUSÃO ESCOLAR: A ARTICULAÇÃO ENTRE EDUCAÇÃO ESPECIAL E O ENSINO REGULAR POR MEIO DO TRABALHO COLABORATIVO DOS PROFISSIONAIS

Detalhes bibliográficos
Autor(a) principal: FRANCOS, IVANA CARLA CORDEIRO DA SILVA
Data de Publicação: 2023
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações do UNICENTRO
Texto Completo: http://tede.unicentro.br:8080/jspui/handle/jspui/2066
Resumo: This research aims to analyze the articulation of collaborative actions between the regent teachers and resource room teachers, through the joint construction of a Formative Didactic Experiment and its application to the students, with the purpose of reflecting on their learning in the face of a content. Some of the steps taken in this study were understanding the school reality and observing whether Collaborative Teaching can be articulated in the school environment, organizing conversation circles between resource room teachers and regent teachers, in order to articulate, through collaborative action, the construction and the application of the Formative Didactic Experiment and investigate the actions that can be built collaboratively among the professors, with a focus on the students' learning. Therefore, this study is characterized as qualitative and the conversation wheel was used as a method for data collection, through studies with the theoretical framework about the Historical-Cultural Theory, Developmental Theory, Collaborative Teaching and Assessment in the Inclusive Context. From the data analysis it was possible to perceive the importance of reorganizing the school context. Providing moments of discussion and reflection about student learning, through collaborative teaching among teachers. Finally, through the entire study carried out and the pedagogical suggestions presented, it was possible to confirm that the knowledge and experiences of each professional are equally valued, since it is understood that the sum and exchange of differentiated knowledge between them will enhance the construction of more inclusive practices. Another point that was listed in this study is the importance of the management team, which becomes essential for the effectiveness of this process, reorganizing the school context so that collaborative teaching becomes effective in the daily life of the school.
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spelling Tassa, Khaled Omar Mohamad Elhttp://lattes.cnpq.br/4641640057991587035.945.039-33http://lattes.cnpq.br/7275010422384931FRANCOS, IVANA CARLA CORDEIRO DA SILVA2023-06-15T12:23:49Z2023-04-10FRANCOS, IVANA CARLA CORDEIRO DA SILVA. INCLUSÃO ESCOLAR: A ARTICULAÇÃO ENTRE EDUCAÇÃO ESPECIAL E O ENSINO REGULAR POR MEIO DO TRABALHO COLABORATIVO DOS PROFISSIONAIS. 2023. 124 f. Dissertação (Programa de Pós-Graduação em Educação - Mestrado - Irati) - Universidade Estadual do Centro-Oeste, Irati, PR.http://tede.unicentro.br:8080/jspui/handle/jspui/2066This research aims to analyze the articulation of collaborative actions between the regent teachers and resource room teachers, through the joint construction of a Formative Didactic Experiment and its application to the students, with the purpose of reflecting on their learning in the face of a content. Some of the steps taken in this study were understanding the school reality and observing whether Collaborative Teaching can be articulated in the school environment, organizing conversation circles between resource room teachers and regent teachers, in order to articulate, through collaborative action, the construction and the application of the Formative Didactic Experiment and investigate the actions that can be built collaboratively among the professors, with a focus on the students' learning. Therefore, this study is characterized as qualitative and the conversation wheel was used as a method for data collection, through studies with the theoretical framework about the Historical-Cultural Theory, Developmental Theory, Collaborative Teaching and Assessment in the Inclusive Context. From the data analysis it was possible to perceive the importance of reorganizing the school context. Providing moments of discussion and reflection about student learning, through collaborative teaching among teachers. Finally, through the entire study carried out and the pedagogical suggestions presented, it was possible to confirm that the knowledge and experiences of each professional are equally valued, since it is understood that the sum and exchange of differentiated knowledge between them will enhance the construction of more inclusive practices. Another point that was listed in this study is the importance of the management team, which becomes essential for the effectiveness of this process, reorganizing the school context so that collaborative teaching becomes effective in the daily life of the school.Esta pesquisa teve como objetivo encontrar possibilidades de articulação de um ensino colaborativo entre os professores regentes e os professores das salas de recursos multifuncionais, visando à aprendizagem dos alunos. Os objetivos específicos que nortearam a pesquisa foram: entender a realidade escolar observando se o Ensino Colaborativo pode ser articulado no ambiente escolar, organizar rodas de conversas entre professores da sala de recursos e professores regentes, a fim de articular, por meio da atuação colaborativa, a construção e a aplicação do Experimento Didático Formativo e investigar as ações que podem ser construídas colaborativamente entre os docentes, com enfoque na aprendizagem dos educandos. Este estudo teve, como campo de pesquisa, seis escolas da rede municipal da cidade de Irati – Paraná. Os participantes da pesquisa foram professores da sala de recursos, professores regentes, coordenadores pedagógicos e coordenadores do setor de educação especial. Como estratégia para coleta de dados foram realizadas oito rodas de conversa, sendo os professores divididos em dois grupos, com quatro rodas de conversa cada grupo, com abordagem de temas específicos relacionados ao referencial teórico acerca da Teoria Histórico-Cultural, Teoria do Ensino Desenvolvimental, Ensino Colaborativo diante do contexto inclusivo. Para análise dos dados foi utilizada a análise de conteúdo da Laurenci Bardin e, a partir das análises dos dados, foi possível perceber a importância em ajustar o contexto escolar, para que os professores possam ter momentos de planejamento juntos, organizando as atividades escolares de maneira significativa para o processo de aprendizagem dos alunos. O estudo verificou que os saberes e as experiências de cada profissional são valorizadas igualmente, uma vez que se entende que a soma e a troca de conhecimentos diferenciados entre eles pode potencializar a construção de práticas mais inclusivas. Portanto, percebeu-se que, por meio do Ensino Colaborativo, na perspectiva da inclusão escolar, pode-se contribuir para que as escolas encontrem outras formas de desenvolver o trabalho pedagógico.Submitted by Fabiano Jucá (fjuca@unicentro.br) on 2023-06-15T12:23:49Z No. of bitstreams: 1 Dissertação - Ivana Carla Cordeiro da Silva Francos.pdf: 1715924 bytes, checksum: 94100b614399ac0f3127efa8f0311b90 (MD5)Made available in DSpace on 2023-06-15T12:23:49Z (GMT). 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dc.title.por.fl_str_mv INCLUSÃO ESCOLAR: A ARTICULAÇÃO ENTRE EDUCAÇÃO ESPECIAL E O ENSINO REGULAR POR MEIO DO TRABALHO COLABORATIVO DOS PROFISSIONAIS
dc.title.alternative.eng.fl_str_mv School inclusion: the articulation bet special education and regular education through the collaborative action of the professionals
title INCLUSÃO ESCOLAR: A ARTICULAÇÃO ENTRE EDUCAÇÃO ESPECIAL E O ENSINO REGULAR POR MEIO DO TRABALHO COLABORATIVO DOS PROFISSIONAIS
spellingShingle INCLUSÃO ESCOLAR: A ARTICULAÇÃO ENTRE EDUCAÇÃO ESPECIAL E O ENSINO REGULAR POR MEIO DO TRABALHO COLABORATIVO DOS PROFISSIONAIS
FRANCOS, IVANA CARLA CORDEIRO DA SILVA
Experimento Didático Formativo
Ensino Colaborativo
Aprendizagem
Formative Didactic Experiment
Collaborative Teaching
Learning
CIENCIAS HUMANAS::EDUCACAO
title_short INCLUSÃO ESCOLAR: A ARTICULAÇÃO ENTRE EDUCAÇÃO ESPECIAL E O ENSINO REGULAR POR MEIO DO TRABALHO COLABORATIVO DOS PROFISSIONAIS
title_full INCLUSÃO ESCOLAR: A ARTICULAÇÃO ENTRE EDUCAÇÃO ESPECIAL E O ENSINO REGULAR POR MEIO DO TRABALHO COLABORATIVO DOS PROFISSIONAIS
title_fullStr INCLUSÃO ESCOLAR: A ARTICULAÇÃO ENTRE EDUCAÇÃO ESPECIAL E O ENSINO REGULAR POR MEIO DO TRABALHO COLABORATIVO DOS PROFISSIONAIS
title_full_unstemmed INCLUSÃO ESCOLAR: A ARTICULAÇÃO ENTRE EDUCAÇÃO ESPECIAL E O ENSINO REGULAR POR MEIO DO TRABALHO COLABORATIVO DOS PROFISSIONAIS
title_sort INCLUSÃO ESCOLAR: A ARTICULAÇÃO ENTRE EDUCAÇÃO ESPECIAL E O ENSINO REGULAR POR MEIO DO TRABALHO COLABORATIVO DOS PROFISSIONAIS
author FRANCOS, IVANA CARLA CORDEIRO DA SILVA
author_facet FRANCOS, IVANA CARLA CORDEIRO DA SILVA
author_role author
dc.contributor.advisor1.fl_str_mv Tassa, Khaled Omar Mohamad El
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/4641640057991587
dc.contributor.authorID.fl_str_mv 035.945.039-33
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/7275010422384931
dc.contributor.author.fl_str_mv FRANCOS, IVANA CARLA CORDEIRO DA SILVA
contributor_str_mv Tassa, Khaled Omar Mohamad El
dc.subject.por.fl_str_mv Experimento Didático Formativo
Ensino Colaborativo
Aprendizagem
topic Experimento Didático Formativo
Ensino Colaborativo
Aprendizagem
Formative Didactic Experiment
Collaborative Teaching
Learning
CIENCIAS HUMANAS::EDUCACAO
dc.subject.eng.fl_str_mv Formative Didactic Experiment
Collaborative Teaching
Learning
dc.subject.cnpq.fl_str_mv CIENCIAS HUMANAS::EDUCACAO
description This research aims to analyze the articulation of collaborative actions between the regent teachers and resource room teachers, through the joint construction of a Formative Didactic Experiment and its application to the students, with the purpose of reflecting on their learning in the face of a content. Some of the steps taken in this study were understanding the school reality and observing whether Collaborative Teaching can be articulated in the school environment, organizing conversation circles between resource room teachers and regent teachers, in order to articulate, through collaborative action, the construction and the application of the Formative Didactic Experiment and investigate the actions that can be built collaboratively among the professors, with a focus on the students' learning. Therefore, this study is characterized as qualitative and the conversation wheel was used as a method for data collection, through studies with the theoretical framework about the Historical-Cultural Theory, Developmental Theory, Collaborative Teaching and Assessment in the Inclusive Context. From the data analysis it was possible to perceive the importance of reorganizing the school context. Providing moments of discussion and reflection about student learning, through collaborative teaching among teachers. Finally, through the entire study carried out and the pedagogical suggestions presented, it was possible to confirm that the knowledge and experiences of each professional are equally valued, since it is understood that the sum and exchange of differentiated knowledge between them will enhance the construction of more inclusive practices. Another point that was listed in this study is the importance of the management team, which becomes essential for the effectiveness of this process, reorganizing the school context so that collaborative teaching becomes effective in the daily life of the school.
publishDate 2023
dc.date.accessioned.fl_str_mv 2023-06-15T12:23:49Z
dc.date.issued.fl_str_mv 2023-04-10
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
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dc.identifier.citation.fl_str_mv FRANCOS, IVANA CARLA CORDEIRO DA SILVA. INCLUSÃO ESCOLAR: A ARTICULAÇÃO ENTRE EDUCAÇÃO ESPECIAL E O ENSINO REGULAR POR MEIO DO TRABALHO COLABORATIVO DOS PROFISSIONAIS. 2023. 124 f. Dissertação (Programa de Pós-Graduação em Educação - Mestrado - Irati) - Universidade Estadual do Centro-Oeste, Irati, PR.
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dc.publisher.department.fl_str_mv Unicentro::Departamento de Ciências Humanas, Letras e Artes
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