Consultoria colaborativa : possibilidades e limites para a prática pedagógica do professor da sala regular com alunos surdos

Abstract

This study characterizes the practice of one teacher teaching a regular class with deaf students entered and demonstrates collaborative actions that have been developed to assist in overcoming some barriers that were in the educational process, providing reflections on the teacher's practice. The study was conducted in a school in the city of Maceio. The theoretical assumptions (PIMENTA e GHEDINI, 2002; CAPELLINI, 2004; ZANATA, 2005; IBIAPINA, 2008) reveal that the collaborative research focus, based on reflection and action has great opportunities for professional development for teachers and potential to assist in process of inclusion of persons with disabilities in regular schools. We believe that collaborative research practices favors inclusion of deaf students in regular class and that is an important tool for continuing education for teachers in order to overcome any obstacles that arise in working with these groups. This study is qualitative in nature and its theoretical and methodological approach is collaborative action research, with the instruments of data collection: participant observation, video footage, field diary and semi-structured interviews. The teacher research participant and the class of 28 students were followed for seven months, however, the focus was the teacher who participated effectively in the search several times. The data collected were transcribed, organized and categorized, show the initial reflection of the teacher and the changes in their teaching. The results show that the heterogeneity of the class the teacher was configured as an obstacle to the process of teaching-learning process and that its practice was still too focused on memorization and copying and for which reason they are unable to get a clearer vision for the development of their students, which caused her distress. The data also shows that from the collaboration and reflection on practices more inclusive and diverse you can get good results with all students, that specific training for working with deaf students placed in classes is extremely important and directly interferes with X teacher relationship deaf students. Thus we believe it is important that continuing education is set up as collaborative and leave the real problems of everyday teaching in order to resolve potential barriers that hamper the process of teaching and learning, especially in inclusive settings.