Colaboração na educação especial na perspectiva da inclusão: revisitando o conceito

Abstract

In Brazilian special education, collaboration takes on a variety of meanings and organizational possibilities, whether between peers, between researcher and teacher and/or between teacher and specialist. Therefore, it is important to analyze the structural conditions that affect the concept of collaboration and condition its materiality, which is present in concrete form in the Brazilian reality. Therefore, the general objective of this study is to revisit the concept of collaboration between the regular classroom teacher and the special education teacher as a contribution to the inclusion of special education students in schools. The specific objectives are: 1) To understand the socio-historical conditions that influenced the conception of the term collaboration; 2) To analyse the research produced on collaboration between regular and special education teachers in regular education; 3) To propose the concept of collaboration aimed at humanizing the student who is the target of special education. To this end, a documentary analysis was carried out on the historical, political, social and economic movements that shaped the origin of the concept of collaboration and a state of knowledge of collaboration based on the research that makes up the collection of the National Observatory of Special Education (Oneesp). With theoretical bases and authors grounded in historical-dialectical materialism, the determinations and contradictions of collaboration were identified and related in order to reach its essence. As a result of the study, collaboration is defined as a fetish-value intrinsically related to the organizational device of teamwork, sustaining ideopolitical and psychosocial aspects for the physical and mental manipulation of teachers to the logic of capital for the formation of the new productive man. In the legal and guiding documents of Brazilian special education, collaboration is materialized to guarantee the learning of students who are the target of special education. However, Oneesp's research has shown that collaboration does not take place in the Brazilian context in the same way as its original models (team teaching, collaborative consultation, collaborative teaching, etc.). The conclusion is that collaboration takes place in a contradictory movement, which presents characteristics related to collaboration and the devices that work alongside it under the toyotist logic. Training for collective work is proposed as a possibility of overcoming individual competence, so that teachers can develop an awareness of the importance of their work for the formation of critically aware subjects who can change the current order.