Práticas inclusivas: novos olhares a partir da pesquisa colaborativa

Abstract

Teacher training appears to be an important tool for helping to build inclusive knowledge and practices. However, theoretical knowledge has failed to meet the demands that surface in the school context. In this way, Collaborative Research is a significant strategy in the construction of teaching knowledge and scientific knowledge, building a horizontal dialogue through the problematization of the school context. In line with this evidence, this thesis aims to investigate the teacher training needs and knowledge already developed for the inclusion of disabled students in the teaching and learning process. The methodology used is characterized as exploratory with a qualitative approach. The research was carried out at the Instituto Federal Farroupilha - Campus Avançado Uruguaiana, and fifteen teachers from the Computer Science Technical Course were involved. Data collection took place through six stages. The first stage was to present the research proposal and the assumptions of Collaborative Research. The second and third stages were the signing of the Informed Consent Form and the sending of a questionnaire, both in digital format via Google Forms. The fourth stage consisted of reflective sessions based on the results of the survey. In the fifth stage, the research results were presented. The sixth stage consisted of the teachers' evaluation of the training process and the research results. The results show that education for all is still a process in the making and that many stigmas about disability continue to obstruct the development of inclusive practices. It was also noted that the set of public policies developed are articulated in such a way as to serve the interests of capitalism and neoliberalism, to the detriment of the quality of education offered to students and the investment in combating barriers, especially those that require public funds. In addition to clarifying the historical and political implications, based on the results obtained we can also conclude that the initial thesis - that by using knowledge about teaching and learning processes, teachers are able to develop more inclusive practices - was viable in the context investigated. Thus, we can conclude that through reflective sessions based on Collaborative Research, it is possible to envision new teaching practices and collaborate with the inclusion of disabled students in mainstream education.