O modelo de ensino colaborativo à luz da perspectiva dos gestores: um estudo de caso
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Data
2021-11-17
Autores
Lopes, Jessica Fernanda [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
O Ensino Colaborativo vem sendo indicado como um dos mais promissores modelos de ensino, no que se refere à constituição enquanto prática, da educação inclusiva. Delineou-se enquanto tese deste estudo, que o Ensino Colaborativo, favorece o processo de inclusão escolar, de acordo com a visão dos gestores escolares. Respondeu-se a questão de pesquisa: De que forma a atuação colaborativa entre o professor da sala comum e o professor da Educação Especial, está organizada em uma rede de ensino, na perspectiva dos gestores escolares?. Enquanto objetivo geral têm-se: analisar a experiência de Ensino Colaborativo desenvolvido entre professor da sala comum e professor especialista em uma rede municipal de ensino, na visão da gestão escolar. Delineou-se os objetivos específicos: analisar os documentos oficiais do município que caracterizam o modelo de serviço da Educação Especial adotado; descrever a estrutura e o funcionamento do serviço da Educação Especial oferecido na rede municipal de educação; descrever e analisar o processo de colaboração entre os professores da sala comum e o professor especialista a partir da visão dos gestores. A pesquisa é do tipo estudo de caso, com abordagem qualitativa. Enquanto, instrumento de coleta de dados utilizou-se a entrevista, com roteiro semiestruturado, aplicada a supervisão, direção, coordenação e professores consultores/itinerantes, totalizando 11 participantes, de cinco das oito escolas do Ensino Fundamental (ciclo I) do município em que a pesquisa foi realizada, a fim de levantar informações sobre o formato de Ensino Colaborativo. Os dados foram categorizados e submetidos a análise de conteúdo. Enquanto categorias delineou-se: 1. Atuação do município e escolas na perspectiva inclusiva; 2. Modelo de atendimento ao público-alvo da Educação Especial no município, em formato de Ensino Colaborativo; 3. Atribuições e Atuações dos gestores; 4. Atribuições e responsabilidades dos professores com o público-alvo da Educação Especial na visão dos gestores; 5. Demandas atuais da Educação Especial e concepção sobre o Ensino Colaborativo. Os resultados evidenciam que há um caminho longo a se percorrer, no que se refere a promoção de uma gestão democrática que prioriza ações inclusivas e o Ensino Colaborativo. Verificou-se que apenas a presença do professor da Educação Especial na sala de aula comum, não significa ensinar em colaboração, visto que esse processo é complexo e demanda um conjunto de prática e princípios, que não foram identificados em todas as escolas. Esse estudo demonstrou que quem detém o protagonismo no processo de ensino é o professor da sala de aula comum, enquanto o professor especialista é percebido como um auxiliar. Conclui-se que por intermédio dos pressupostos colaborativos, foi possível confirmar a tese de que o Ensino Colaborativo, quando acontece, favorece o processo de inclusão escolar, de acordo com a visão dos gestores escolares, visto que esse modelo potencializa as práticas pedagógicas, possibilitando maior aprendizagem e participação de todos os alunos. A experiência do município em questão é importante, pois representa um avanço no que se refere aos modelos de ensino tradicionais, bem como ao oferecimento do AEE aos alunos público-alvo da Educação Especial na sala comum. No entanto, os dados mostram a necessidade da proposta de colaboração avançar, para além da presença física dos dois professores na sala de aula. Evidencia falas contraditórias dos gestores acerca do Ensino Colaborativo, o que sugere pouco conhecimento sobre esse modelo. Espera-se que esta pesquisa, possa contribuir para reflexões acerca do Ensino Colaborativo, enquanto apoio a educação inclusiva, bem como a importância da gestão escolar para esse processo.
Collaborative Teaching has been pointed out as one of the most promising models of teaching when it comes to constitute teaching practices in inclusive education. This study was established based on the assumption that Collaborative Teaching favors the inclusive teaching process according to the school management perspective. We have also sought to answer the following research question: How does Collaborative Teaching take place between the regular teachers (general education teachers) and the ones within Special Education, organized in a teaching network, according to the school management perspective?. Our general objective was to analyze Collaborative Teaching practices developed between the general education teacher and the specialist teacher on a municipal educational system, focusing on the school management perspective. Our specific objectives were: to analyze the city official documents that characterize the adopted Special Education model; to describe the structure and functioning process of Special Education offered in the municipal education system; to describe and analyze the collaborative process between regular and specialists teachers from the school management perspective. As our research method, we have applied a qualitative approach, using a case study as our methodological procedure. As our data-collecting instrument, we have used an interview, with a semi-structured script, conducted with the school supervisor, the manager, the coordinator, and the itinerant/consultant teachers, totalizing eleven participants, from five of the eigth schools offering Basic Education (Elementary School) from the city in which the research was conducted, in order to collect information about the developed Collaborative Teaching process. The data were collected, and their content was analyzed. We have created five analysis categories: 1. Municipal system and schools’ roles within the inclusive perspective; 2. Models of assisting the Special Education target-public in the city, within a Collaborative Teaching format; 3. Responsibilities and roles of school management; 4. Responsibilities and roles of the teachers within the target-public of Special Education according to the school management perspective; 5. Current demands of Special Education and conceptions about Collaborative Teaching. Results show that there is still much progress to be achieved towards a democratic school management that favors Collaborative Teaching and inclusive actions. It was verified that only the presence of the Special Education teacher in a regular classroom does not entail collaborative teaching, since this process is complex and demands a set of practices and principles, that were not identified in every school we have analyzed in this research. This study has demonstrated that the figure possessing the leadership in the teaching process is the general education teacher (the regular teacher), whereas the specialist teacher is perceived as an auxiliary one. It is concluded that through collaborative approaches, it is possible to confirm the assumption that Collaborative Teaching, when put into practice, favors the inclusion process in the school – according to the school management perspective, since this model potentializes pedagogical practices, allowing all students to learn more and participate more. The background of the city in which our research was conducted is important, because it represents a progress considering traditional models of teaching, as well as to providing Specialized Educational Service to students inserted on Special Education in a general education classroom. However, our data show a need to advance on the collaborative proposal beyond the presence of two teachers in the classroom. Our data also shows contradictory discourses from the school management perspective regarding the process of Collaborative Teaching, showing little understanding of this model. With this research, we intend to contribute i) with the reflections about Collaborative Teaching as a support to inclusive education, and ii) to the importance of the school management for this process.
Collaborative Teaching has been pointed out as one of the most promising models of teaching when it comes to constitute teaching practices in inclusive education. This study was established based on the assumption that Collaborative Teaching favors the inclusive teaching process according to the school management perspective. We have also sought to answer the following research question: How does Collaborative Teaching take place between the regular teachers (general education teachers) and the ones within Special Education, organized in a teaching network, according to the school management perspective?. Our general objective was to analyze Collaborative Teaching practices developed between the general education teacher and the specialist teacher on a municipal educational system, focusing on the school management perspective. Our specific objectives were: to analyze the city official documents that characterize the adopted Special Education model; to describe the structure and functioning process of Special Education offered in the municipal education system; to describe and analyze the collaborative process between regular and specialists teachers from the school management perspective. As our research method, we have applied a qualitative approach, using a case study as our methodological procedure. As our data-collecting instrument, we have used an interview, with a semi-structured script, conducted with the school supervisor, the manager, the coordinator, and the itinerant/consultant teachers, totalizing eleven participants, from five of the eigth schools offering Basic Education (Elementary School) from the city in which the research was conducted, in order to collect information about the developed Collaborative Teaching process. The data were collected, and their content was analyzed. We have created five analysis categories: 1. Municipal system and schools’ roles within the inclusive perspective; 2. Models of assisting the Special Education target-public in the city, within a Collaborative Teaching format; 3. Responsibilities and roles of school management; 4. Responsibilities and roles of the teachers within the target-public of Special Education according to the school management perspective; 5. Current demands of Special Education and conceptions about Collaborative Teaching. Results show that there is still much progress to be achieved towards a democratic school management that favors Collaborative Teaching and inclusive actions. It was verified that only the presence of the Special Education teacher in a regular classroom does not entail collaborative teaching, since this process is complex and demands a set of practices and principles, that were not identified in every school we have analyzed in this research. This study has demonstrated that the figure possessing the leadership in the teaching process is the general education teacher (the regular teacher), whereas the specialist teacher is perceived as an auxiliary one. It is concluded that through collaborative approaches, it is possible to confirm the assumption that Collaborative Teaching, when put into practice, favors the inclusion process in the school – according to the school management perspective, since this model potentializes pedagogical practices, allowing all students to learn more and participate more. The background of the city in which our research was conducted is important, because it represents a progress considering traditional models of teaching, as well as to providing Specialized Educational Service to students inserted on Special Education in a general education classroom. However, our data show a need to advance on the collaborative proposal beyond the presence of two teachers in the classroom. Our data also shows contradictory discourses from the school management perspective regarding the process of Collaborative Teaching, showing little understanding of this model. With this research, we intend to contribute i) with the reflections about Collaborative Teaching as a support to inclusive education, and ii) to the importance of the school management for this process.
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Palavras-chave
Educação Especial, Educação Inclusiva, Atuação Colaborativa, Ensino Colaborativo, Gestão Escolar, Special Education, Inclusive Education, Collaborative Acting, Collaborative Teaching, School Management