O ensino colaborativo entre o professor do atendimento educacional especializado e o professor da sala de aula regular: uma revisão de literatura

Abstract

Collaborative teaching between school professionals is fundamental, especially in the context of Inclusive Education, because the link between the Specialized Educational Assistance Teacher (PAEE, acronym in Portuguese) and the regular classroom teacher will contribute to a more effective and meaningful teaching and learning process for students with special educational needs. In view of this, this project aims to analyze the academic productions that discuss collaborative work between the PAEE and the regular classroom teacher, in the period between 2014 and 2024. To this end, the aim is to: a) contextualize the official documents that deal with Inclusive Education and Specialized Educational Assistance (AEE, acronym in Portuguese); b) discuss teacher training for collaborative teaching between AEE and the regular classroom context; c) systematize the academic productions referring to the performance of the AEE teacher and the regular classroom teacher, in the period between 2014 and 2024. The methodological approaches to meet the research objectives involve a qualitative bibliographical study to conduct a systematic literature review, through which nine articles were collected from the Capes Periodicals Portal, which were analyzed based on three categories: i) collaborative work strategies; ii) challenges and possibilities in collaboration between teachers; and iii) impacts of collaborative work on teaching and learning. After the literature review, the progress in recognizing the importance of collaborative work between the PAEE and the regular classroom teacher is considered, as well as the identification of institutional and formative barriers that still persist, and the need for public policies that guarantee better conditions for the implementation of this inclusive practice.