Professores de educação especial: concepções e proposições para uma vivência formativa na perspectiva da bidocência

Abstract

Following the collaborative work between two teachers in a regular public High School classroom from the state of Rio Grande do Norte after hiring the Special Education teachers from the first entrance examination for this occupation in 2015, we assume that some challenges and possibilities become visible in their actions aimed to the scholar inclusion process of the students with disability they accompany. We believe these challenges and possibilities have intensified due to the low number of continuing education the responsible sector offered. Thus, this study intends to respond to the research question: which elements justify the organization of a Continuing Education for Special Education teachers from the High School of the 2ª Diretoria Regional de Educação - DIREC/PARNAMIRIM/RN in the Bidocence perspective? As a general objective: analyze, in the discourses of High School Special Education teachers from the 2ª DIREC – Parnamirim/RN, the elements that justify a bidocence-based continuing education course. With a qualitative, exploratory, and quantitative approach (GIL, 2002), this research used a questionnaire with open and close-ended questions and semi-structured interviews for its data construction. We applied these interviews to three focal groups: (a) six Special Education teachers from Rio Grande do Norte Public High School, (b) two representatives of the Subcoordenadoria de Educação Especial - SUESP and (c) two Special Education supervisors from 2ª DIREC - PARNAMIRIM/RN. We propose a continuing education course for Special Education teachers from the 2ª DIREC High School. We analyzed the data considering the Content Analysis principles (BARDIN, 2016) and the Special Education literature. As some results, we mention the necessity of reflecting on the terms and concepts supporting the attributions of the Special Education teachers and profile the essential characteristics for the collaborative work aiming for scholar inclusion. In addition, the professionals involved in this process deepened their knowledge about themselves, their teaching, their profession, the environment they work, the regular curriculum, and the possibilities to make it flexible, enabling them to work as collaborative mediators in High School, to comprehend the disability as an expression of the human diversity, and lower the barriers for bidocence-based work, such as the lack of advice, orientation, and activities monitoring, and the necessary continuing education allied to their work.