O ensino colaborativo como proposta de inclusão escolar para estudantes com deficiência intelectual através do modelo de ensino híbrido

Abstract

This work presents and aims to carry out a case study research, in order to analyze the contributions that Collaborative Teaching has brought to the new forms of teaching activities, in order to promote the inclusion of students with intellectual disabilities (ID) enrolled in Elementary School in activities proposed through Blended Learning. In the year 2020, with the advent of the Corona virus pandemic, and the biosecurity protocols, it was necessary to implement the so-called social distance. In this way, public and private schools in our country began to articulate models of Remote Teaching and Hybrid Teaching, and teachers sought to develop practices that were effective and encompassed all these forms of action, with Collaborative Teaching being one of

these articulation practices, developed in conjunction with Special Education teachers and class- regent teachers, to seek teaching arrangements that would make the teaching-learning process more

assertive. Thus, Blended Education in our country, and in the different states, is in constant transformation and reformulation, until it is possible to reach a level that reaches all students, regardless of financial, material, social and environmental resources, there is still a long way to go. to build, but teachers in the current conjuncture, have joined forces and tasks, in this way, putting into practice Collaborative Teaching within the Hybrid Teaching system to capture resources and formulate teaching-learning strategies that make the process of social distancing less harmful to students. The research had the participation of 2 teachers from the regular class and 2 teachers from Special Education, assigned to the effective staff of the municipality of Santa Maria-RS. The participants received identification codes, answering an online questionnaire, divided by thematic axes. The results presented in relation to Collaborative Teaching within the Hybrid model, show that it was possible to develop more inclusive practices, bring common class teachers to the discussion and dialogue about the potential of students with ID, in the Hybrid context. Finally, the dialogues with the participating teachers are satisfactory in the sense of raising to the readers how the collaborative practice can benefit everyone in this process.