Pedagogical Interactions in the Perspective of Collaborative Education (Co-Teaching): Dialogues with the Second Classroom Teacher in Santa Catarina

BUSS, Beatriz; GIACOMAZZO, Graziela Fatima

doi:10.1590/s1413-65382519000400008

ABSTRACT:

This paper presents the results of a research that sought to analyze the perception of the Second Classroom Teachers about the pedagogical interactions that are established between this professional and the main classroom teacher in the perspective of collaborative teaching (Co-teaching). To this end, the role of the Second Classroom Teacher and his/her attributions are contextualized according to the legal documents and inclusion policies in the state of Santa Catarina, Brazil. The Co-teaching is conceptualized from the theoretical contributions of Mendes, Vilaronga and Zerbato (2014)Mendes, E. G., Vilaronga, C. A. R., & Zerbato, A. P. (2014). Ensino colaborativo como apoio à inclusão escolar: unindo esforços entre educação comum e especial. São Carlos: UFSCar ., Vilaronga (2014)Vilaronga, C. A. R. (2014). Colaboração da Educação Especial em Sala de Aula: Formação nas Práticas Pedagógicas do Coensino. São Carlos: UFSCar ., Costas and Correia (2012)Costas, F. A. T. et al (2012). Educação, Educação especial e inclusão: fundamentos, contextos e práticas. Curitiba: Appris., França (2016)França, M. G. (2016). As complexas tramas da inclusão escolar: o trabalho do professor de Educação Especial. Jundiaí: Paco Editorial., Zerbato (2014)Zerbato, A. P. (2014). O papel do professor de educação especial na proposta do coensino (Dissertação de Mestrado). Centro de Ciências Humanas, Universidade Federal de São Carlos, São Carlos, Brasil. and Mendes (2002Mendes, E.G. (2002). Perspectiva para a construção da escola inclusiva. In M. S. Palhares, & S. Marins (Orgs.), Escola Inclusiva (pp. 61-86). São Carlos: UFSCar . , 2006)Mendes, E. G. (2006). Colaboração entre o Ensino Regular e Especial: o caminho do desenvolvimento pessoal para inclusão escolar. In E. J. Manzini (Org.), Inclusão e acessibilidade (pp. 29-41). Marília: ABPEE.. In the context of a qualitative research, the analyzes fall upon the voice of ten Second Classroom Teachers and the data from a post-interview self-assessment. It was noticed that there are still advances to be made regarding the inclusion of students with disabilities in regular schools that impact the co-teaching culture in the school environment, bypassing the pedagogical relations between the teachers who work in the same class.

KEYWORDS:
Co-teaching; Second Classroom teacher; Pedagogical interactions