Formação continuada de professores com foco no ensino colaborativo para estudantes com deficiência

Abstract

Based on a teacher training experience focused on collaboration among educators and practices that support inclusive pedagogical approaches, this research investigated theoretical contributions related to the concept of collaborative teaching as an alternative to promote continuing teacher educationand inclusive school practices for students with disabilities. Adopting a qualitative approach, this action research through cooperation involved12teachers from a bilingual public school in the municipal education system of Riode Janeiro. The study aimed to investigate and reflect on the foundations of collaborative teaching and how this practice can be structured to offer effective teaching situations, especially for students with disabilities. It also sought todevelop an educational product about the collaborative teaching approach, built with the participation of the teachers involved in the research. Datawerecollected through questionnaires, semi-structured interviews, and a study groupwith a continuing education perspective, focused on the collaborative teaching approach. Data analysis was conducted using content analysis, accordingtoBardin (1977), supported by the Iramuteq software. The results, organized into two thematic axes, indicate that although teachers acknowledge the importance of collaboration in improving inclusive pedagogical practices, there are structural challenges to implementing the collaborative teaching approach. These challenges include, in particular, the lack of time for joint planningandthe need for support from school management. The data also revealed that teachers view the collaborative teaching proposal as a promising strategy for both continuing education and the schooling of students with disabilities. The educational product developed is an e-book, created based on the study groupand implemented with in the school context of the participating teachers through two in-person meetings—one during the research process and another after its conclusion—for validation by the school community. The study reinforces the need to expand experiences and research on the topic to ensure that teachers can work effectively within the collaborative teaching framework.