Inclusão escolar e ensino colaborativo: um estudo com professores da rede municipal de ensino de um município do interior do Rio Grande do Sul

Abstract

This study is the result of a qualitative research, case study type (Triviños, 1897) that aimed to investigate the teachers of Common Education and Special Education understanding in regards to School Inclusion and Collaborative Teaching in a small town in the countryside of Rio Grande do Sul. The data gathering occurred through semi structured interviews which were analyzed based on the Content Analysis by Bardin (2016). The main theoretical foundation was based on Honnef (2018), Mendes, Vilaronga and Zerbato (2018), and Capellini and Zerbato (2019) which address Special Education, more specifically, School Inclusion and Collaborative Teaching. Based on the research, the participants have shown, within possibilities, to have knowledge regarding the themes and to attempt to develop in their pedagogical practices. Even though they highlighted the importance of improving and building knowledge on Special Education and Collaborative Teaching, they have brought suggestions on how they can be developed, opening possibilities for future interventions.