Banca de QUALIFICAÇÃO: PRISCILA MARENGO SEGRILLO

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
DISCENTE : PRISCILA MARENGO SEGRILLO
DATA : 27/03/2024
HORA: 09:00
LOCAL: Online pelo Google Meet
TÍTULO:

COLLABORATIVE WORK BETWEEN SPECIALIST TEACHER AND COMMON ROOM TEACHER: STUDY ON INCLUSION STRATEGIES

PALAVRAS-CHAVES:

Inclusion. Child education. Collaborative Work. Collaborative Practices.

PÁGINAS: 108
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
SUBÁREA: Tópicos Específicos de Educação
ESPECIALIDADE: Educação Especial
RESUMO:

The present research aimed to study and understand what the collaborative practices developed between the specialist teacher and the common room teacher are, and how they work, for the process of school inclusion of the PAEE student. The study was based on the qualitative research method, with a case study approach in a school in the Municipal Network of Sinop-MT, with phase I and II classes, in the morning. The research participants were: a specialist teacher who works in the resource room and four teachers from the common room who have children (PAEE) enrolled in the room. The research techniques were: participant observation, document analysis and semi-structured interviews. The documentary analysis takes the regulations implemented in the Municipality's special education, in the year 2022, to assign classes to the specialist teacher who will serve in the resource room. In accordance with the proposal of the Professional Master's Degree, the educational product was prepared based on the collected data and the literature review, resulting in a Guidance Guide on collaborative practice, listed through collaborative work, whose objective is to present and conceptualize the proposal of collaborative work, and allow research participants to deepen their knowledge on the topic. In accordance with the bibliography of authors who address the topic, the guide provides brief information regarding the collaborative work proposal, in accordance with the Municipality's regulations, so that teachers can improve their knowledge and reflect on the proposal. The results indicate that collaborative practices emerge in the context of activities developed together in school spaces, in observations and discussions about students, in monitoring development and learning, in conversations about planning and work strategies. These practices take place in the classroom and extend to other school spaces, such as the playground, teachers' room and principal's office. The data shows that collaboration between teachers contributes to the PAEE student participating and developing the skills they have, which includes not only these students, but also the other students in the class, in addition, this work will be better if it is developed with the presence of the other teacher.

MEMBROS DA BANCA:
Presidente - 131949001 - LUCIO JOSE DUTRA LORD
Interno - 136258002 - IRENE CARRILLO ROMERO BEBER
Externo ao Programa - 112972002 - EDNEUZA ALVES TRUGILLO