A educação em uma perspectiva inclusiva nos espaços formativos de diálogo compartilhado: os professores e suas práticas pedagógicas

Abstract

Promoting inclusive education is a constant challenge for professionals in Basic Education, prompting reflections on aspects such as Inclusion, Teacher Training and Interdisciplinarity. The participation of the school community in the legitimacy of the National Policy for Special Education from the Perspective of Inclusive Education is an important point to be considered in teacher training. These reflections direct the following issue: “How do teachers define, based on their experiences, training from an inclusive perspective?” Based on Collaborative Action Research, the general objective is defined as: “Problematizing teacher training in the construction of a pedagogical practice from an inclusive perspective in childhood”. The specific objectives are: to analyze the structure and teaching needs in the consolidation of teacher training from an inclusive perspective; and propose/mediate/evaluate a collective construction of formative action from an inclusive perspective, considering the experiences of NEI (Childhood Education Center) CAp/UFRN (Federal University of Rio Grande do Norte) teachers, the (post) covid-19 pandemic context, and dialogue with other actors in school inclusion. The research investigated NEI CAp/UFRN teachers who worked during the (post) pandemic period in Early Childhood Education and/or the initial years of Elementary School. Its execution was divided into: 1) Application of a questionnaire; 2) Preparation of the work plan; 3) Formative meetings; and 4) Collective Interview. The formative meetings had the collaboration of participants and other actors in school inclusion who, based on an epistemology of pedagogical practice, provoked collective processes. There were five formative meetings with the following themes: 1) Emerging problems and possible directions; 2) place of speech of the actors involved; 3) Didactic organization and SEN children; 4) Curricular movement, and 5) Mastery of instruments to improve pedagogical practice. In the collective interview, the importance of spaces for shared dialogue to implement education from an inclusive perspective was highlighted. Finally, we concluded that teacher training is a way to promote inclusive education, legitimizing pedagogical practice in spaces for shared dialogue. By including social markers in the debate, intersectionality provokes research agendas that guide teacher training.