A formação continuada de professores com vistas a práticas pedagógicas inclusiva

Abstract

The research aims to understand how continuing teacher training can contribute to Inclusive Education, highlighting its importance in overcoming obstacles that hinder the teaching and learning of Special Education students. Thus, the dissertation was presented to the Professional Master's Program in Inclusive Education in the National Network - PROFEI, of the State University of Maranhão - UEMA, within the research line on Training Practices and Processes of Educators for Inclusive Education, bringing up for discussion the following question: how can continuing teacher training contribute to Inclusive Education? The study's main objective was to analyze the potential of continuing education for inclusive pedagogical practices. The general objective included understanding teachers' perceptions of continuing education in this context, developing training situations addressing Collaborative Teaching and Universal Design for Learning (UDL), and producing a pedagogical proposal in e-book format. The training material developed aims to assist teachers in implementing these approaches. The following concepts are the primary guides of this study: Inclusive Education, Teacher Training, Collaborative Teaching, Universal Design for Learning, and Pedagogical Project. The methodology adopted included qualitative bibliographic research from the perspective of Cultural Studies in Education and field research at U. E. B. Dra. Maria Alice Coutinho, in São Luís, Maranhão. As part of the action research, semi-structured interviews were conducted with teachers from the school and the organization of training moments on UDL and Collaborative Teaching. A pedagogical proposal addressing these themes was sent to this school as a suggestion to compose its Pedagogical Project. Data analysis was based on Bardin's (2011) content analysis methodology. The research results indicate that, in Brazil, there have been significant advances in formulating regulations on school inclusion. However, there are still challenges in implementing these guidelines, especially regarding teacher training. Researchers and education professionals have accepted Collaborative Teaching and UDL as promising approaches to inclusion. The training sessions promoted in the research were evaluated positively by the participating teachers, who recognized the importance of ongoing training to strengthen the inclusive process. In addition, the teachers demonstrated interest and receptiveness towards UDL and Collaborative Teaching. Still, they pointed out challenges for their implementation, such as the lack of adequate support to serve Special Education students and the work overload, which reduces the time available for ongoing training and more thoughtful planning, as proposed by UDL. One of the challenges faced during the research was the low adherence of teachers to the project activities, which reflects difficulties in reconciling school demands and professional training. The research resulted in the creation of a Technical Technological Product (TTP), in the form of an e-book, containing a pedagogical proposal that discusses and guides the application of UDL and Collaborative Teaching in schools, contributing to inclusive teaching practice. The developed pedagogical proposal reinforces the need to invest in ongoing training for teachers and expand institutional support, aiming at realizing a genuinely inclusive school. The study concludes that, despite the existing barriers, ongoing training for teachers and adopting innovative pedagogical practices are important ways to implement Inclusive Education in the country