A ênfase na colaboração: uma análise das políticas educacionais inclusivas

Abstract

In this article, we investigate how the collaborative processes based on an inclusive educational education are regulated and guided by Brazilian political and educational programs. Both for the common movement, for professional inclusion, and for the qualitative approach, the documentary and bibliographic bases, the concept of school collaboration practices, based on the association between support and legal class teachers, based on the National Policy of Special Education (1994) – which inaugurates inclusive processes in mainstream schools. The collaborative results disseminate the programs, policies, and documents analyzed in the set of a recurrence of terms that induce norms and guidelines for such collaborative practices, namely: performance; articulation; cooperation; and, collaborative work. The Special Education, with the convening of teachers of Brazilian education, a clear initiative in the collaboration between and the professionals of support of the purpose of purpose teaching the organization of common education, to articulate and of action in the common school partners with these teachers for the schooling of the Students Target Audience of Special Education (PAEE).