Práticas educativas e ensino colaborativo na educação de estudantes com deficiência intelectual

Abstract

" This dissertation examines educational practices and collaborative teaching in the education of students with intellectual disabilities. Its general objective was to understand the school inclusion of students with intellectual disabilities through educational practices and collaborative teaching. More specifically, it aimed to: understand the work of general education and special education teachers in the context of co-teaching; analyze the meanings attributed by general and special education teachers to the education of students with intellectual disabilities; and analyze the possibilities of collaborative teaching in the education of these students within the co-teaching framework. The research was guided by the following questions: how do general and special education teachers signify their educational practices with students with intellectual disabilities in Elementary School I and II under co-teaching conditions, and in what ways can collaborative teaching foster inclusive practices? Methodologically, the study is a qualitative research conducted in a municipal school in the city of Caldas Novas, Goiás, involving the participation of general and special education teachers. Data were collected through focus groups, and the analysis was based on the method of meaning nuclei, resulting in five thematic cores: Adaptation of Teaching and Assessment in the Inclusion of Students with Intellectual Disabilities; Teacher Training and Collaborative Teaching; Resources, Infrastructure, and Organizational Management in School Inclusion; Language, Disability, and Identity Formation; Public Policies and Legislation as Foundations for Inclusion. The main findings highlight the need for continuous teacher training, the importance of collaborative practices for successful inclusion, and the structural gaps that still affect the school routine. It is concluded that collaborative teaching is a powerful strategy for achieving the effective inclusion of students with intellectual disabilities. This dissertation contributes to the field of research by reinforcing the relevance of co-teaching as an inclusive practice and by pointing out paths for critical and collaborative teacher education in inclusive education. "