Práticas pedagógicas em educação especial: articulação pedagógica para a formação inicial

Abstract

From the moment of publication of the Nacional Policy of Special Education in the Perspective of the Inclusive Education (BRASIL, 2008), the students with disabilities, pervasive developmental disorder and the gifted ones started attending the regular school, therefore the educational services became responsible for the offer and organization of Special Education services. The presence of these students in regular schools challenges the pedagogical practices. That way, the collaborative education, the coordinated teaching work and other forms of articulation have become promising ways of establishing collaborative pedagogical practices among the Special Education and Regular Education teachers. The questions regarding the actions of collaborative education at PIBID/Special Education proposes discussions concerning the initial training in Special Education. So, the objective of this dissertation was to analyze the effects of the pedagogical articulation for the initial training regarding the Special egresses who participated in PIBID/Special Education at the Federal University of Santa Maria. Aiming at investigation how the formative process of the professionals in the area of Special Education, we have approached historical and political elements which surround the history of Special Education and the formative process in Special Education. The present research is inserted in a qualitative investigative approach. The semi structured interview was chosen as a technique to produce data and the analytical process took place based on Bardin (2011). The results are on the contributions of the actions in collaborative teaching at PIBID/Special Education for the enrichment of the initial formation and the reflection about the collaborative pedagogical practice in this field of work. From the results, we could identify that the initial resistance in sharing the classroom with a less experienced intern is one of the negative points which contributes in a way that the articulated action does not occur. The lack of time for planning also undermines this process.