Danielle Nunes Martins do Prado


Biographical note

The research in progress of the PhD in Education aims to develop a process of intervention with a group of support teachers and teachers teachers of students with special educational needs (SEN) of municipal schools of a Brazilian municipality aiming at the continued and reflective formation of the same, in the perspective of collaborative work, for Education for All and for each one.

The methodology of collaborative research will be used in a qualitative approach, a form of emancipatory research-action that privileges the intervention processes, aiming at the transformation of the established reality and emancipation of the individuals that participate in it.

It is hoped that the results of this research will indicate the design of continuing teacher education, serving as a theoretical and reflective subsidy of collaborative teaching practices, facilitating the process of school inclusion (access, permanence, participation / learning and educational success) of students with SEN.

Individual doctoral project

A Educação Inclusiva e o trabalho colaborativo: a formação do professor através da reflexão das suas práticas.
Title
Professor Isabel Sanches
Advisor
Professor Célia Regina Vitaliano (UEL – Brasil)
Co-advisor

Abstract

The research in progress of the PhD in Education aims to develop a process of intervention with a group of support teachers and teachers teachers of students with special educational needs (SEN) of municipal schools of a Brazilian municipality aiming at the continued and reflective formation of the same, in the perspective of collaborative work, for Education for All and for each one. The methodology of collaborative research will be used in a qualitative approach, a form of emancipatory research-action that privileges the intervention processes, aiming at the transformation of the established reality and emancipation of the individuals that participate in it. Based on collaboration, reflective circles and coproduction, the procedures of this research will be developed in four phases: Pre-stage: Presentation and consent to the research; Phase 1: Survey of diagnoses and needs; Phase 2: Intervention Process; Phase 3: Evaluation of the Intervention Process (Ibiapina, 2008). The participants will be a group of four teachers who work in the support function of students with SEN and their respective regents in the regular rooms (4) of a municipal school in the northern region of Paraná. The data will be collected through interview and questionnaire (at the beginning, in the course and at the end of the intervention), field diary (record of the intervention process) and reports and reflections prepared by teachers. For analysis, the data will be grouped into categories of content analysis created from each phase of the research, according to Bardin (2006). The records of the field diary of the intervention phase will also be analyzed through significant episodes, according to a qualitative research perspective. It is hoped that the results of this research will indicate the design of continuing teacher education, serving as a theoretical and reflective subsidy of collaborative teaching practices, facilitating the process of school inclusion (access, permanence, participation / learning and educational success) of students with SEN.