Interfaces da gestão escolar: o ensino colaborativo e a gestão das práticas pedagógicas

Abstract

Collaborative actions between Special Education and regular school teachers have been discussed as a potent possibility to the process of students’ learning and development, from the organization of pedagogical practices in Special Education in the context of regular classrooms. In Santa Maria, although they are predicted in the City Teaching Plan, practices of Collaborative Teaching have been developed by the Institutional Program of Initiation to Teaching Scholarship (PIBID/UFSM/ Special Education). These experiences direct the locus of this study towards a municipal school in the referred city, having as objective to understand the existence of effects the development of collaborative action, through PIBID, in the ways of managing the pedagogical practice regarding the regular school teachers who had the opportunity to articulate their work with interns who worked at PIBID. From this perspective, in a qualitative approach, this research is organized in a case study, having as procedure the production of analytical interviews with the elementary school teachers who developed articulated actions with PIBID/UFSM/Special Education. The teachers’ speeches are unanimous while affirming the relevance of the collaboration movements which are developed; however, they call attention to the inexistence of effects in the organization of pedagogical practices after the closure of the activities developed by the program at that school. As main influential factors for the inexistence of effects were evaluated the time for development of PIBID actions, the organizational ways concerning School Management, and the legal orientations for Special Education, the availability of human resources and the formative processes of the involved teachers. Therefore, it is possible to understand that the school organization still is not able to promote the necessary condition for the production of articulated pedagogical practices, calling attention to the need of a continuous development of theoretical actions – which must be investigative and practical, as well as the strengthening of formative experiences regarding the collaborative work.