Formação continuada de professores do ensino médio: possibilidade de construção de práticas pedagógicas para a educação inclusiva dos sujeitos da educação especial

Abstract

This dissertation is associated to the research line "Knowledge and Development in Pedagogical Processes" of the Graduate Program in Education at the Federal University of Fronteira Sul (UFFS), Campus Erechim-RS. The theme of teacher education for the inclusion of students with special education needs in the high school stage is the focus of this investigation, which required adopting an ethical and political stance towards education and the world; that is, a belief in the learning potential of all individuals. The study was conducted during the years 2021-2022 and aimed to investigate how the teacher education process in high school has contributed to the development of inclusive pedagogical practices. The research was carried out at two state schools under the purview of the 15th Regional Education Coordinating Office, located in the municipality of Erechim. The collaborators included administrative and pedagogical managers, regular classroom teachers, and teachers from the AEE (Atendimento Educacional Especializado – Specialized Educational Service) at these institutions. The study began with a theoretical and reflective exercise on the subjects' trajectories, memories, and experiences. This research follows a qualitative social approach (Minayo, 2008) and is based on socio-historical theory (Vygotsky, 2007, 2010) to connect the production of knowledge and actions among the subjects, researcher, and participants, using participatory research in guiding the methodological path. The objective was to find answers to the following question: "How does the continuing education process contribute to the formation of pedagogical practices for inclusive education?". Thus, this research journey was guided by dialogical and reflective practice, drawing on the ideas of authors such as Freire (2011), Nóvoa (1992, 1995, 1999), Saviani (2007), Libâneo (2018), and others to contemplate teacher education, both initial and continuing. Additionally, concepts from Glat (2018) and Pletsch (2005, 2009, 2014), among others, were used to reevaluate the relationships between special education in the perspective of inclusive education and teacher education (García, 1995; Pimenta, 1994, 1995, 1998). The purpose was also to identify whether there is room for reflection-action and the meanings of pedagogical practices in this context, considering also the reality of the New High School (Franco, 2016; Ramos; Frigotto, 2016; Lopes, 2019). The results indicated the need for training for all teachers, as well as for administrative and pedagogical managers. They confirmed difficulties in the process of inclusive education for students with special needs, considering the complexity of teaching-learning and the provision of superficial training on the theory-practice relationship in the classroom at this stage. It was noted that there was a lack of articulation and time-space for collaborative work among teachers and AEE specialists in the school. The study concluded that continuing education and continuous self-learning are necessary to strengthen pedagogical practices, as well as to build a professional identity for teachers. The willingness to engage in continuous learning is the foundation for transforming encounters between students and teachers, constituting the rationale for teachers' professional action in the face of educational changes that reach the school. However, without the commitment and involvement of all individuals in the institution and society, true inclusion, quality learning, and democracy are further weakened.