Colaboração e inclusão escolar de alunos com necessidades educacionais especiais: elementos em diálogo para/com/sobre a produção curricular

Abstract

This thesis was developed to investigate how the processes of collaboration in the curricular production for the inclusion of students with special educational needs occur. The curricular production was assumed as a collaborative process among all the members of the school community and it involves them collectively in the decisions, achievements, monitoring, evaluation and revision of the work, as a constant cycle of improvement and adequacy of the general project of the school. The main goals of the thesis were: a) To understand and analyze the collaboration in the curricular production for the inclusion of students with special educational needs in the School of Application of Rio de Janeiro State University College (CAp / UERJ), based on a database produced by the research "Policies and practices of school inclusion in the School of Application of Rio de Janeiro State University College (CAp / UERJ): impacts on school culture "(GLAT, 2016); b) Recognize the dynamics of collaboration in the daily practice of curriculum for the inclusion of students with special educational needs. This is a qualitative research, having its theoretical and methodological foundation based on the theories of the policy cycle and the performance of Stephen Ball policies. This conceptual framework supports the development of analyzes that highlight the policies of school inclusion, curriculum and assessment articulated in the interpretations and translations carried out by the various actors in the daily life of the school - context of the practice. Throughout the research the thesis was that the inclusion of students with special educational needs presupposes alterations in the school culture and these changes require the collaboration between specialized teachers and of common classes, a collaboration understood as political action and closely related to the elaboration of the curriculum of each school. The empirical data were explored, analyzed and interpreted, allowing the elaboration of considerations and among these, the main ones point out that the collaborative teaching is an inclusive practice inserted in the curricular production. As such, this practice is constituted of institutional, theoretical, methodological and political texts tools, which base the interpretations and actions of the specialized teachers and those of the common teaching