Trabalho e ensino colaborativo nas escolas brasileiras: um mapeamento por meio de uma revisão sistemática

Abstract

The literature on the subject considers that collaborative work and teaching can contribute in different ways in the learning process of students who have some type of disability and/ or specific educational needs. In this context, the following objectives guided this research, being: to seek knowledge about empirical studies in relation to the work and collaborative teaching that are being carried out in Brazilian schools; identify the work concepts and collaborative teaching of reference in each study carried out; identify in the studies the aspects indicated as necessary for the practice of work and collaborative teaching; specify in the studies the barriers pointed out for the implementation of collaborative work and teaching. The methodological procedures that guided the research were based on the method proposed in articles of systematic reviews being carried out in two data sources eight scientific articles were selected for the analysis and discussion of the results. The results indicate that the aspects indicated as necessary for the practice of work and collaborative teaching are: the support of school management/ management; sharing in the preparation and execution of plans and evaluations of students; professionals, such as psychologists, occupational therapists and speech therapists. Barriers to the implementation of work and collaborative teaching have also been identified: unpreparedness of teachers to work with students with physical disabilities; insufficient resources to work with students with visual impairment; unwillingness for professionals to collaborate with each other; lack of bonding; different times and spaces for planning; little support/support from school management/management team.