Banca de DEFESA: ALEANDRA APARECIDA DO LIVRAMENTO COIMBRA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : ALEANDRA APARECIDA DO LIVRAMENTO COIMBRA
DATE: 19/12/2023
TIME: 14:30
LOCAL: Google meet
TITLE:

“PAINS AND LOVES” IN TEACHING EMDORES DE CAMPOS: THE WRITING OF A BASIC EDUCATION TEACHER UNDER THE LIGHT OF BIDOCENCE.

KEY WORDS:

Inclusive Education. Teaching. Bidocency. Collaborative Teaching.

PAGES: 96
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

In its embryonic phase, Bidocência, also known as Co-teaching or Collaborative Teaching, is a topic
that needs to be further explored in the educational scenario, within the scope of Special Education,
considering its practice in regular public education classes. This model of teaching work is designed in
partnership between the class teacher and the teacher specialized in one of the areas of specialization
in special education. The general objective of this investigation focused on describing, analyzing and
discussing the working model of bi-teaching and/or co-teaching, carried out by the common room
teacher and the teacher specializing in Special Education. To this end, in order to contribute to the
descriptions and analyses, we undertook a bibliographic review on the processes of inclusion and the
institution of Bidocência and/or co-teaching as a possibility of teaching in Brazil and an exploratory
study of a bibliographic nature carrying out a survey of scientific research, in search portals using the
descriptors: bi-teaching, co-teaching and inclusive collaborative teaching. To structure the discussions,
the present study is framed in qualitative research, using the author's own writing as a methodological
writing instrument. The search for this understanding focused on my own experience, as a leading
teacher, bringing together two experiences focused on the school inclusion of students with disabilities.
The first section brings co-teaching structured in partnership between the leading teacher and the
teacher specializing in special education, and in the second experience, the specialist teacher's place is
replaced by the support professional, an intern who is studying pedagogy. The narrative of the two
experiences in the inclusive educational context made it possible to discuss the tensions experienced in
the work relationships carried out by professionals, in dialogue with the theories of scholars such as bell
hooks (2021), Paulo Freire (1996), Miguel Arroyo (2015) and Tardif (2014), the main drivers of my
reflections. Given the above, the investigation points to the importance of dialogue between all
educational bodies: legislation, education departments, schools, management and pedagogical teams,
teaching staff, the school community and professionals involved in bi-teaching. Offered to students with
disabilities and need to reflect on initial, in-service and continued training in this work format. It was
concluded that the work format, along the lines of bi-teaching and/or co-teaching, is a positive bet for
inclusive education practices if structured based on collaborative relationships on the part of
professionals.

BANKING MEMBERS:
Externa à Instituição - GISLAINE DE FATIMA FERREIRA LEITE - UFMG
Presidente - 1644417 - MARIA JAQUELINE DE GRAMMONT MACHADO DE ARAUJO
Interna - 2328493 - MONICA DE AVILA TODARO