Organização do trabalho colaborativo para inclusão
Thinking about an Inclusive Education is looking for tools and strategies to provide work that aims at the participation and learning of all students. The organization of collaborative work among professionals is one of the aspects that can help in this process, especially in the inclusion of stud...
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Educação especial inclusiva Teoria histórico - cultural da atividade Aprendizagem expansiva Trabalho colaborativo CNPQ::CIENCIAS HUMANAS::EDUCACAO |
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Educação especial inclusiva Teoria histórico - cultural da atividade Aprendizagem expansiva Trabalho colaborativo CNPQ::CIENCIAS HUMANAS::EDUCACAO Gomes, Valéria Carla Vieira Organização do trabalho colaborativo para inclusão |
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Thinking about an Inclusive Education is looking for tools and strategies to provide work that
aims at the participation and learning of all students. The organization of collaborative work
among professionals is one of the aspects that can help in this process, especially in the inclusion of students target audience of special education (PAEE). In this sense, the research was
conducted in a public school located in the North Zone of Natal/RN and had the general objective: to develop, implement and evaluate continuing education, with a view to organizing collaborative work for the inclusion of all students, together with to Elementary School teachers,
management, coordination, Special Education teachers, Libras interpreter teachers and SRM
teachers. And, as specific objectives: 1) accompany the expansive learning during training; 2)
reflect on the organization of collaborative work for school inclusion; 3) understand the potential of collaborative training for the organization of work at school and 4) produce a guide for
collaborative teachers training in school contexts. The research was guided by the CulturalHistorical Activity Theory, highlighting the understanding of expansive learning, theorized by
Engeström (2002, 2016), which concerns the collective production of new learning, of changes.
It is configured as a collaborative research (IBIAPINA, ALBUQUERQUE, 2016), which had
data produced from interviews, questionnaires and, mainly, training with teachers. This training
is understood as a formative intervention that is characterized as the organization of a transformation process, constantly remodeled by the organizational dynamics and internal politics and
by the specific conditions that it encounters or creates (ENGESTRÖM, 2011). The formative
intervention had ten online meetings, supported by the Google Meet platform, held between
October 2021 and June 2022, with the aim of creating spaces for sharing and building learning
for the organization of inclusive collaborative work. The data were interpreted from the discursive textual analysis (MORAES, 2003), having as axis the actions of expansive learning. Thus,
the training discussions focused on questioning actions, historical and empirical analysis, modeling and examination of the new model; it was not possible to complete the expansive learning cycle with consolidation of the new practices discussed. One sought reflection and construction of tools that would contribute to collaborative work and inclusion in the school; the
questioning actions turned to the organization of planning and to the articulations between professionals; analysis actions sought to understand the context and organization of collaborative
work in the institution; modeling actions took shape in the creation of an organization chart and
the use of the institution's Drive as tools for resolving the questions posed; examining the new
model focused on pointing out difficulties in using the Drive. Linked to the expansive learning
category, inclusion, collaboration, planning, teacher training were also discussed, categories
that were intertwined throughout the textual construction. The research reflections were also
the basis for the construction of a collaborative training guide, a product that is a requirement
of the professional master's degree. One can see the potential of collaborative work for building
inclusive practices, considering both the daily work at school and the work carried out in training. |
| author2 |
Cenci, Adriane |
| author_facet |
Cenci, Adriane Gomes, Valéria Carla Vieira |
| format |
masterThesis |
| author |
Gomes, Valéria Carla Vieira |
| author_sort |
Gomes, Valéria Carla Vieira |
| title |
Organização do trabalho colaborativo para inclusão |
| title_short |
Organização do trabalho colaborativo para inclusão |
| title_full |
Organização do trabalho colaborativo para inclusão |
| title_fullStr |
Organização do trabalho colaborativo para inclusão |
| title_full_unstemmed |
Organização do trabalho colaborativo para inclusão |
| title_sort |
organização do trabalho colaborativo para inclusão |
| publisher |
Universidade Federal do Rio Grande do Norte |
| publishDate |
2023 |
| url |
https://repositorio.ufrn.br/handle/123456789/52183 |
| work_keys_str_mv |
AT gomesvaleriacarlavieira organizacaodotrabalhocolaborativoparainclusao |
| _version_ |
1773958640077635584 |
| spelling |
ri-123456789-521832023-04-17T21:11:17Z Organização do trabalho colaborativo para inclusão Gomes, Valéria Carla Vieira Cenci, Adriane http://lattes.cnpq.br/7201301836520462 http://lattes.cnpq.br/9828410515704583 Barreto, Maria da Apresentação http://lattes.cnpq.br/0256251497039883 Kranz, Cláudia Rosana http://lattes.cnpq.br/9780536669387272 Fonseca, Gessica Fabiely http://lattes.cnpq.br/2836927327702138 Fidalgo, Sueli Salles Educação especial inclusiva Teoria histórico - cultural da atividade Aprendizagem expansiva Trabalho colaborativo CNPQ::CIENCIAS HUMANAS::EDUCACAO Thinking about an Inclusive Education is looking for tools and strategies to provide work that aims at the participation and learning of all students. The organization of collaborative work among professionals is one of the aspects that can help in this process, especially in the inclusion of students target audience of special education (PAEE). In this sense, the research was conducted in a public school located in the North Zone of Natal/RN and had the general objective: to develop, implement and evaluate continuing education, with a view to organizing collaborative work for the inclusion of all students, together with to Elementary School teachers, management, coordination, Special Education teachers, Libras interpreter teachers and SRM teachers. And, as specific objectives: 1) accompany the expansive learning during training; 2) reflect on the organization of collaborative work for school inclusion; 3) understand the potential of collaborative training for the organization of work at school and 4) produce a guide for collaborative teachers training in school contexts. The research was guided by the CulturalHistorical Activity Theory, highlighting the understanding of expansive learning, theorized by Engeström (2002, 2016), which concerns the collective production of new learning, of changes. It is configured as a collaborative research (IBIAPINA, ALBUQUERQUE, 2016), which had data produced from interviews, questionnaires and, mainly, training with teachers. This training is understood as a formative intervention that is characterized as the organization of a transformation process, constantly remodeled by the organizational dynamics and internal politics and by the specific conditions that it encounters or creates (ENGESTRÖM, 2011). The formative intervention had ten online meetings, supported by the Google Meet platform, held between October 2021 and June 2022, with the aim of creating spaces for sharing and building learning for the organization of inclusive collaborative work. The data were interpreted from the discursive textual analysis (MORAES, 2003), having as axis the actions of expansive learning. Thus, the training discussions focused on questioning actions, historical and empirical analysis, modeling and examination of the new model; it was not possible to complete the expansive learning cycle with consolidation of the new practices discussed. One sought reflection and construction of tools that would contribute to collaborative work and inclusion in the school; the questioning actions turned to the organization of planning and to the articulations between professionals; analysis actions sought to understand the context and organization of collaborative work in the institution; modeling actions took shape in the creation of an organization chart and the use of the institution's Drive as tools for resolving the questions posed; examining the new model focused on pointing out difficulties in using the Drive. Linked to the expansive learning category, inclusion, collaboration, planning, teacher training were also discussed, categories that were intertwined throughout the textual construction. The research reflections were also the basis for the construction of a collaborative training guide, a product that is a requirement of the professional master's degree. One can see the potential of collaborative work for building inclusive practices, considering both the daily work at school and the work carried out in training. Pensar em uma Educação Especial Inclusiva é buscar ferramentas e estratégias para proporcionar um trabalho que vise a participação e aprendizagem de todos os estudantes. A organização do trabalho colaborativo entre os profissionais é um dos aspectos que pode auxiliar nesse processo, principalmente, na inclusão dos estudantes Público-alvo da Educação Especial (PAEE). Nesse sentido, a pesquisa foi conduzida em uma escola pública localizada na Zona Norte de Natal/RN e teve como objetivo geral: desenvolver, implementar e avaliar uma formação continuada, com vistas à organização do trabalho colaborativo para a inclusão de todos os estudantes, junto aos professores do Ensino Fundamental, gestão, coordenação, professores da Educação Especial, professor intérprete de Libras e professores da SRM. E, como objetivos específicos: 1) acompanhar a aprendizagem expansiva durante a formação; 2) refletir sobre a organização do trabalho colaborativo para a inclusão escolar; 3) entender o potencial de formações colaborativas para a organização do trabalho na escola e 4) produzir um guia orientador para formações colaborativas em contextos escolares. A pesquisa foi orientada pela Teoria Histórico-Cultural da Atividade, tendo destaque a compreensão de Aprendizagem Expansiva, teorizada por Engeström (2002, 2016), que diz respeito à produção coletiva de novas aprendizagens, de mudanças. Configura-se como uma pesquisa colaborativa (IBIAPINA, ALBUQUERQUE, 2016), que teve os dados produzidos a partir de entrevistas, de questionários e, principalmente, da formação com os professores. Essa formação é compreendida como intervenção formativa que se caracteriza como organização de um processo de transformação, constantemente remodelado pela dinâmica organizacional e política interna e pelas condições específicas que ela encontra ou cria (ENGESTRÖM, 2011). A intervenção formativa teve dez encontros on-line, com o suporte da plataforma Google Meet, realizados entre outubro de 2021 e junho de 2022, com o objetivo de criar espaços de compartilhamento e construção de aprendizagens para a organização do trabalho colaborativo inclusivo. Os dados foram interpretados a partir da análise textual discursiva (MORAES, 2003), tendo como eixo as ações de Aprendizagem Expansiva. Assim, as discussões da formação concentraram-se nas ações de questionamento, de análise histórica e empírica de modelagem e de exame do novo modelo; não se logrou completar o Ciclo de Aprendizagem Expansiva com consolidação das novas práticas discutidas. Se buscava reflexão e construção de ferramentas que contribuíssem para o trabalho colaborativo e inclusão na escola; as ações de questionamento voltaram-se para a organização do planejamento e para as articulações entre os profissionais; as ações de análise buscaram compreender o contexto e a organização do trabalho colaborativo na instituição; as ações de modelagem tomaram forma na criação de um organograma e o uso do drive da instituição como ferramentas para a resolução aos questionamentos postos; as ações de exame do novo modelo se detiveram em apontar dificuldades para o uso do drive. Articuladas à categoria da Aprendizagem Expansiva, também se discutiu inclusão, colaboração, planejamento, formação de professores, categorias que estiveram entrelaçadas em toda a construção textual. As reflexões da pesquisa também foram base para a construção de um guia orientador de formação colaborativa, produto que é requisito do mestrado profissional. Percebe-se o potencial do trabalho colaborativo para a construção de práticas inclusivas, considerando tanto o trabalho no cotidiano da escola, como o trabalho conduzido nas formações. 2023-04-17T21:10:48Z 2023-04-17T21:10:48Z 2022-12-20 masterThesis GOMES, Valéria Carla Vieira. Organização do trabalho colaborativo para inclusão. Orientador: Adriane Cenci. 2022. 143f. Dissertação (Mestrado Profissional em Educação Especial) - Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2022. https://repositorio.ufrn.br/handle/123456789/52183 pt_BR Acesso Aberto application/pdf Universidade Federal do Rio Grande do Norte Brasil UFRN PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO ESPECIAL |