Formação de professores para inclusão na educação básica por meio da pesquisa colaborativa

Abstract

Discussions regarding the access and permanence of Special Education Target Audience (PAEE) students in regular education classes have required a debate regarding the quality of this teaching and guarantee of learning for this audience. Thus, this study responds to the following problem: How to organize a training process from the perspective of collaborative research and from the perspective of Historical-Cultural Theory (THC), aimed at training teachers for inclusion? Based on this issue, considering Historical­Cultural Theory, the research aims to understand the role of collaborative research in inclusive teacher training, based on THC. The research was developed in a public school in the interior of the state of Paraná, with teachers working in the initial years of Elementary School, who had in their classes PAEE students, AEE teachers, pedagogical coordinators, and the researcher himself, who in collaborative research also becomes a participant. Data were collected from initial semi­structured interviews, intervention with the subjects and final semi­structured interviews. The analysis process was guided by the historical­cultural approach, based on the interactions and mediations that occurred, considering methodological principles proposed by Vygotsky (2007), such as: (i) analyzing the processes and not just the object; (ii) analyze the phenomena, which, much more than explaining, is necessary to qualify and (iii) consider the changing nature of the processes. The analysis was also based on Ibiapina (2008) principles for collaborative research, which are: (i) attention to the needs of training spaces and the concepts that are intended to be deepened or developed; (ii) appropriation of new conceptual theoretical assumptions and (iii) being aware that participants can re­elaborate pre­existing concepts and meanings. The development of the subjects was evidenced, based on re­elaborated knowledge. It also provided subsidies to improve the teaching activities of the participants, as well as greater integration into the school. When approaching teacher training for inclusion through collaborative research, it becomes clear that even though it is a promising strategy to meet the educational needs of PAEE students, it is important to highlight that it is not the solution to all problems. It is one of several strategies that can contribute to the development of educators and students. It is also important to highlight that from attentive listening to the participants, it became clear that there are many limitations in the education system, which can make it difficult to achieve inclusion at school. Therefore, the continued training of teachers becomes even more crucial to break paradigms, especially in relation to the potential of PAEE students.