Estratégias de ensino colaborativo como uma proposta de Atendimento Educacional Especializado - AEE
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Data
2021-02-23
Autores
Costa, Luis Gustavo da Silva
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Universidade Estadual Paulista (Unesp)
Resumo
Essa pesquisa tem como objetivo analisar a aplicação e o estudo de estratégias de Ensino Colaborativo como uma proposta de Atendimento Educacional Especializado – AEE, a partir dos aportes teóricos da temática em questão e das percepções e concepções dos envolvidos. A pesquisa foi desenvolvida nos anos iniciais do Ensino Fundamental em uma escola pública municipal, de um município de pequeno porte do interior do Estado de São Paulo, apoiada em uma metodologia de abordagem qualitativa, com característica de pesquisa ação participante. Participaram do estudo uma aluna com Deficiência Intelectual e Transtorno do Déficit de Atenção com Hiperatividade, os 27 alunos da sala de aula, a professora de sala comum e o professor especialista de Educação Especial. Caracterizaram-se como instrumentos de coleta de dados: duas entrevistas semiestruturadas com a professora de sala comum, antes e depois do início da intervenção; diário de campo com o registro das práticas elaboradas e analisadas, e registros do desenvolvimento da aluna Públicoalvo da Educação Especial – PAEE –, foco da pesquisa. Os resultados apontaram que as estratégias de Ensino Colaborativo beneficiaram não só a aluna, mas também os demais alunos da sala. Estes obtiveram grandes avanços na alfabetização: a aluna que estava bem aquém dos demais, na fase pré-silábica da escrita no início da pesquisa, progrediu para a fase silábica alfabética e, ao final da coleta de dados, oscilou com a fase alfabética da escrita. Constatamos, então, resultados significativos em relação ao desenvolvimento integral humano, como autonomia, comunicação, socialização e inclusão escolar efetiva. Na análise das entrevistas junto à professora da sala comum foi revelada que, no início, ela desconhecia as estratégias de Ensino Colaborativo; entretanto, aceitou abertamente trabalhar em parceria e buscou a compreensão e o entendimento das estratégias como algo efetivamente promissor para o ensino-aprendizagem de todos os alunos em sala de aula e, principalmente, para a inclusão da aluna PAEE. Ao final, foi identificada a satisfação da professora em trabalhar de modo colaborativo; ela enfatizou que foi uma experiência enriquecedora e que acredita no Ensino Colaborativo como estratégia assertiva para a inclusão e avanços pedagógicos dos alunos com ou sem deficiência no ambiente escolar. O produto educacional (caixa de jogos) desenvolvido a partir das observações e intervenções acerca das dificuldades apresentadas pela aluna com deficiência, em apoio às estratégias adotadas, auxiliou no processo de alfabetização de Língua Portuguesa e Matemática, oportunizando a construção dos conhecimentos da aluna, de modo lúdico e prazeroso, corroborando, assim, para os avanços em sua alfabetização e concomitantemente com as estratégias de Ensino Colaborativo, em prol da inclusão escolar.
This research aims to analyze an application and study Collaborative Education as a proposal for Specialized Educational Service - AEE, based on the theoretical contributions of the subject in question and the perceptions and conceptions of those involved. The research was developed in the early years of elementary school in a municipal public school, in a small municipality in the interior of the State of São Paulo, supported by a qualitative approach methodology, with a participatory research characteristic. Participated in the study a student with Intellectual Disability and Attention Deficit Hyperactivity Disorder, the 27 students in the classroom, the common room teacher and the specialist teacher of Special Education. Characterized as instruments of data collection: two interviews semi-structured with the teacher of common room, before and after the beginning of the intervention; field diary with the record of the practices elaborated and analyzed, and records of the development of the student Target Audience of Special Education - PAEE -, focus of the research. The results showed that the Collaborative Teaching strategies benefited not only the student, but also the other students in the class. These achieved great advances in literacy: the student who was well below the others, in the pre-syllabic phase of writing at the beginning of the research, progressed to the alphabetical syllabic phase and, at the end of the data collection, fluctuated with the alphabetic phase of writing . We found, then, a result in relation to integral human development, such as autonomy, communication, socialization and effective school inclusion. In the analysis of the interviews with the teacher of the common room, it was revealed that, at the beginning, she was unaware of the Collaborative Teaching strategies; however, she openly accepted to work in partnership and seek understanding of the strategies as something promising for the teaching-learning of all students in the classroom and, mainly, for the inclusion of the student PAEE. At the end, the teacher´s job satisfaction was identified in a collaborative way; she emphasized that it was an enriching experience and that she believes in Collaborative Teaching as an assertive strategy for the inclusion and pedagogical advances of students with or without disabilities in the school environment. The educational product (box of games) developed from the observations and interventions about the difficulties presented by the student with a disability, in support of the adopted strategies, helped in the process of literacy in Portuguese and Mathematics, allowing the construction of the student's knowledge, in a way playful and pleasurable, thus corroborating the advances in their literacy and concomitantly with the Collaborative Teaching strategies, in favor of school inclusion.
This research aims to analyze an application and study Collaborative Education as a proposal for Specialized Educational Service - AEE, based on the theoretical contributions of the subject in question and the perceptions and conceptions of those involved. The research was developed in the early years of elementary school in a municipal public school, in a small municipality in the interior of the State of São Paulo, supported by a qualitative approach methodology, with a participatory research characteristic. Participated in the study a student with Intellectual Disability and Attention Deficit Hyperactivity Disorder, the 27 students in the classroom, the common room teacher and the specialist teacher of Special Education. Characterized as instruments of data collection: two interviews semi-structured with the teacher of common room, before and after the beginning of the intervention; field diary with the record of the practices elaborated and analyzed, and records of the development of the student Target Audience of Special Education - PAEE -, focus of the research. The results showed that the Collaborative Teaching strategies benefited not only the student, but also the other students in the class. These achieved great advances in literacy: the student who was well below the others, in the pre-syllabic phase of writing at the beginning of the research, progressed to the alphabetical syllabic phase and, at the end of the data collection, fluctuated with the alphabetic phase of writing . We found, then, a result in relation to integral human development, such as autonomy, communication, socialization and effective school inclusion. In the analysis of the interviews with the teacher of the common room, it was revealed that, at the beginning, she was unaware of the Collaborative Teaching strategies; however, she openly accepted to work in partnership and seek understanding of the strategies as something promising for the teaching-learning of all students in the classroom and, mainly, for the inclusion of the student PAEE. At the end, the teacher´s job satisfaction was identified in a collaborative way; she emphasized that it was an enriching experience and that she believes in Collaborative Teaching as an assertive strategy for the inclusion and pedagogical advances of students with or without disabilities in the school environment. The educational product (box of games) developed from the observations and interventions about the difficulties presented by the student with a disability, in support of the adopted strategies, helped in the process of literacy in Portuguese and Mathematics, allowing the construction of the student's knowledge, in a way playful and pleasurable, thus corroborating the advances in their literacy and concomitantly with the Collaborative Teaching strategies, in favor of school inclusion.
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Palavras-chave
Ensino colaborativo, Co-ensino, Deficiência intelectual, Ensino fundamental, Collaborative teaching, Co-teaching, Intellectual disability, Elementary school