Educação especial, bidocência e formação docente: diálogos com professores da educação básica

Abstract

This work was developed in the line of research Teaching and Learning Processes from the perspective of Special Education of the Postgraduate Program in Special Education (PPGEEsp) of the Federal University of Rio Grande do Norte (UFRN), aiming to analyze the perceptions of Basic Education teachers about co-teaching, based on a training course offered to teachers assigned to the 4th Regional Directorate of Education and Culture (DIREC) of the public education network of the State of Rio Grande do Norte (RN). It takes as its theoretical foundation the studies of Mendes (2006), Damiani (2008), Fontes (2013), Vilaronga and Mendes (2017), Christo and Mendes (2019), Nazário (2021), Cunha (2022) and Silva (2023). The methodological approach adopted in this study, with regard to its objectives, is characterized as exploratory research, providing greater familiarity with the problem under investigation, with a view to making it more explicit (Gil, 2002). Regarding the technical procedures, it is a participatory research, characterized by the involvement and identification of the researcher with her group of interlocutors (Gil, 2002). The subjects involved in the research were a group of eleven teachers assigned to five schools of the 4th Regional Directorate of Education and Culture (DIREC) – SEEC/RN, who participated in the extension course “Collaborative Teaching: inclusion from the perspective of dual teaching”, a product of this research. The teachers who made up the dialogue group were: Special Education teachers, Specialized Educational Assistance teachers, regular classroom teachers, pedagogical coordinators and school managers. The study revealed that co-teaching from a collaborative perspective is still a challenge and points out that it is necessary to redesign the curriculum, guarantee time and space for joint planning and invest in ongoing training for the entire teaching and management team of schools, with a view to guaranteeing the learning rights of all students.