Resumo

CAMARGO, Evani Andreatta Amaral; MONTEIRO, Maria Inês Bacellar  e  FREITAS, Ana Paula de. Teaching in the context of inclusion: Continuing teacher training with a collaborative approach. Educ. Puc. [online]. 2016, vol.21, n.1, pp.45-57. ISSN 1519-3993.  https://doi.org/10.5965/151939932112016057.

The aim of the research, based on a collaborative perspective, was to create a space for debating pedagogical practices and seek to overcome the educational difficulties teachers experience with disabled students. Twenty-one elementary school teachers participated in this study. We found that teachers reflect on the teaching and learning process of their students with disabilities when there is space for reflection. The study of theoretical issues related to the teaching practices allowed the teachers to better understand their own work. However, the way the school is organized and the great demands on teachers are challenges for collaborative teacher training. We point out the contribution of the culturalhistorical perspective to understand the development process of students with disabilities, considering the cultural and semiotic dimensions of human functioning.

Palavras-chave : Disabled Students; Inclusive Education; Teacher Training; Collaborative Research; Teaching.

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