O trabalho colaborativo na educação especial no município de Vila Velha-ES: um estudo de caso
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Data
2025-11-07
Autores
Mozer, Thiago de Aquino
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Editor
Universidade Federal do Espírito Santo
Resumo
This paper focuses on collaborative work in special education in the municipality of Vila Velha - Espírito Santo: A case study. Our overall objective was to understand the role of the Special Education Collaborating Teacher in the regular classroom, revealing their functions, actions, and daily practices. We adopted a qualitative methodological approach, as it favors in-depth analysis of human phenomena, subjective perceptions, and social relationships. Specifically, a case study was used as the methodological design, aligned with the nature of the research and allowing for a deeper understanding of the particularity and complexity of collaborative work in a specific context. The theoretical framework is based on Vygotsky's historical-cultural perspective, which understands human development and learning as socially mediated processes. The literature points to the existence of conflicts inherent in the inclusion of students with disabilities in regular classrooms, which can negatively impact the process. Therefore, the central question guiding this research is: What do professionals working in collaborative Special Education in Vila Velha - Espírito Santo, have to say about their roles, actions, and daily practices? As a result, the research sought to explore the concepts surrounding collaborative work in Special Education and analyze how it manifests itself in the municipal schools of Vila Velha - Espírito Santo. Collaborative teaching is essential to promoting inclusion, especially when recognizing the need for adaptations and modifications to regular classroom activities, the environment where students spend most of their time. The pedagogical practices of collaborating teachers are conceived as knowledge mediating actions, aiming to make learning more accessible. This includes joint planning, the application of adapted teaching methods, the creation of differentiated activities, ongoing student support, and the assessment of the teaching and learning processes of students with special education indications.
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Ensino colaborativo , Educação especial , Educação inclusiva , Processo de ensino e aprendizagem