Guia para desenvolver ações colaborativas na perspectiva da inclusão escolar
Carregando...
Arquivos
Data
2022-07-26
Autores
Costa, Camila Rodrigues
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa está vinculada à linha de pesquisa 2, denominada “Processos Formativos, Ensino e Aprendizagem”, do Programa de Pós-Graduação em Educação, da Faculdade de Ciências e Tecnologia da Universidade Estadual Paulista, Campus de Presidente Prudente. A pesquisa partiu das seguintes problemáticas: quais ações colaborativas são efetivas no contexto da inclusão escolar a partir das experiências já sistematizadas? E quais as recomendações possíveis? O objetivo geral consistiu em desenvolver um guia para ações colaborativas no contexto da inclusão escolar a partir das experiências já sistematizadas. A abordagem teórico-metodológica é a pesquisa descritiva analítica. Esta pesquisa foi desenvolvida em duas etapas: Etapa 1 - Revisão Sistemática de Literatura (RSL) e Etapa 2 – Experiências de ações colaborativas na escola emergidas a partir de um grupo de discussão com gestores, professores de Educação Especial e de Educação Física. Na Etapa 1 – RSL - os dados foram coletados a partir da busca nas bases de dados: Scientific Electronic Library Online (SciELO), SCOPUS, Portal de Periódicos CAPES/MEC e Library Information Science Tecnology (LISTA). Foram selecionados e analisados 66 estudos. Os dados foram tratados e analisados, a partir da análise de conteúdo, do tipo temática. Os resultados indicaram que na literatura existem seis grandes temas a despeito das ações colaborativas em contexto escolar: 1) Modelos de Colaboração; 2) Níveis/Estágios de Colaboração; 3) Requisitos e Habilidades antes da Colaboração; 4) Requisitos e Habilidades durante a Colaboração; 5) Desafios para a Colaboração; e 6) Benefícios da Colaboração. Esses temas foram submetidos a uma validação na etapa 2, a fim de resultar na elaboração final de um guia. Na Etapa 2, foi realizado um Grupo de Discussão (GD) com sete profissionais especialistas na área da Educação Especial, com o objetivo de validar as categorias temáticas identificadas na Etapa 1 –RSL. Foram realizados três encontros virtuais, usando a plataforma de videoconferências Google Meet, com duração de aproximadamente 1h35 minutos cada. Os encontros foram gravados e, posteriormente, transcreveram-se os áudios. Os resultados indicaram a validação de categorias e, emergiram novas categorias. Todas as categorias foram arroladas e sistematizadas em 14 proposituras que compusseram um guia para desenvolver ações colaborativas na perspectiva da inclusão escolar. Conclui-se que o guia poderá gerar diferentes perspectivas e projetos voltados à formação continuada de professores em serviço e exercício no que tange o refletir e aplicar propostas de ações colaborativas na escola.
This research is linked to research line 2, called “Formative Processes, Teaching and Learning”, of the Graduate Program in Education, Faculty of Science and Technology, Universidade Estadual Paulista, Campus de Presidente Prudente. The research started from the following issues: which collaborative actions are effective in the context of school inclusion based on the experiences already systematized? And what are the possible recommendations? The general objective was to develop a guide for collaborative actions in the context of school inclusion based on the experiences already systematized. The theoretical-methodological approach is the analytical descriptive research. This research was developed in two steps: Step 1 - Systematic Literature Review (SLR) and Step 2 - Experiences of collaborative actions at school emerged from a discussion group with administrators, Special Education and Physical Education teachers. In Step 1 - RSL - data were collected from the search in the databases: Scientific Electronic Library Online (SciELO), SCOPUS, Portal de Periódicos CAPES/MEC and Library Information Science Technology (LISTA). Sixty-six studies were selected and analyzed. The data were processed and analyzed, based on content analysis, of the thematic type. The results indicated that in the literature there are six major themes in spite of collaborative actions in the school context: 1) Collaboration Models; 2) Levels/Stages of Collaboration; 3) Pre-Collaboration Requirements and Skills; 4) Requirements and Skills during Collaboration; 5) Challenges for Collaboration; and 6) Benefits of Collaboration. These themes were submitted to validation in step 2, in order to result in the final elaboration of a guide. In Step 2, a Discussion Group (DG) was held with seven professionals, with the aim of validating the thematic categories identified in Step 1 – RSL. Three virtual meetings were held, using the Google Meet videoconferencing platform, lasting approximately 1h35 minutes each. The meetings were recorded and later the audios were transcribed. The results indicated the validation of categories and new categories emerged. All categories were listed and systematized into 14 propositions that make up a guide to develop collaborative actions from the perspective of school inclusion. It is concluded that the guide will be able to generate different perspectives and projects aimed at the continuing education of in-service and active teachers in terms of reflecting on and applying proposals for collaborative actions at school.
This research is linked to research line 2, called “Formative Processes, Teaching and Learning”, of the Graduate Program in Education, Faculty of Science and Technology, Universidade Estadual Paulista, Campus de Presidente Prudente. The research started from the following issues: which collaborative actions are effective in the context of school inclusion based on the experiences already systematized? And what are the possible recommendations? The general objective was to develop a guide for collaborative actions in the context of school inclusion based on the experiences already systematized. The theoretical-methodological approach is the analytical descriptive research. This research was developed in two steps: Step 1 - Systematic Literature Review (SLR) and Step 2 - Experiences of collaborative actions at school emerged from a discussion group with administrators, Special Education and Physical Education teachers. In Step 1 - RSL - data were collected from the search in the databases: Scientific Electronic Library Online (SciELO), SCOPUS, Portal de Periódicos CAPES/MEC and Library Information Science Technology (LISTA). Sixty-six studies were selected and analyzed. The data were processed and analyzed, based on content analysis, of the thematic type. The results indicated that in the literature there are six major themes in spite of collaborative actions in the school context: 1) Collaboration Models; 2) Levels/Stages of Collaboration; 3) Pre-Collaboration Requirements and Skills; 4) Requirements and Skills during Collaboration; 5) Challenges for Collaboration; and 6) Benefits of Collaboration. These themes were submitted to validation in step 2, in order to result in the final elaboration of a guide. In Step 2, a Discussion Group (DG) was held with seven professionals, with the aim of validating the thematic categories identified in Step 1 – RSL. Three virtual meetings were held, using the Google Meet videoconferencing platform, lasting approximately 1h35 minutes each. The meetings were recorded and later the audios were transcribed. The results indicated the validation of categories and new categories emerged. All categories were listed and systematized into 14 propositions that make up a guide to develop collaborative actions from the perspective of school inclusion. It is concluded that the guide will be able to generate different perspectives and projects aimed at the continuing education of in-service and active teachers in terms of reflecting on and applying proposals for collaborative actions at school.
Descrição
Palavras-chave
Educação especial, Educação física, Atendimento educacional especializado, Formação de professores, Ação colaborativa, Special education, Physical education, Specialized educational services, Teacher training, Collaborative action