O Ensino Colaborativo como possibilidade de contribuir para a Inclusão Escolar

Abstract

The present work aimed to reflect on the possibilities of school inclusion through Collaborative Teaching, which arose from the desire to discuss collaboration between regular education professionals and Special Education within the perspective of Inclusive Education. The work was of a theoretical nature based on the norms of school inclusion, the history of Special Education, and the current perspective based on the studies of Mendes (2006; 2010; 2017). To understand the relevance of Collaborative Teaching, we relied on Capellini and Zerbato. The readings and reflections carried out on the subject led us to the understanding that the implementation of Collaborative Teaching should take place within the regular classroom. Although the Multifunctional Resource Rooms are important tools, they cannot be the student's only contact with Specialized Educational Assistance (SEA), nor should they function as a type of reinforcement separate from the regular curriculum of the rest of the group. It is in the regular classroom that the student's socio-emotional skills are also developed and their potential is recognized. As considerations, it is important to highlight the importance of involving the entire school team and understanding the role of each teacher in this process. Collaborative Teaching occurs when both teachers work together fully, sharing responsibilities and creating strategies to promote equal learning opportunities for all students. Pedagogical intervention or support for the assistance of students with disabilities in regular classrooms, carried out by interns or individuals without adequate training, can reinforce processes that contribute to exclusion, which reinforces the idea that Collaborative Teaching must be intentional, planned, and carried out by professionals trained for this purpose.