Collaborative work in special education

experiences that shape pedagogical practice at the Federal Institute of Espírito Santo, São Mateus campus

Abstract

The present study seeks to understand how inclusive pedagogical practices and collaborative work are articulated with the Center for Support to People with Specific Needs (Napne) at the Federal Institute of Espírito Santo, São Mateus campus. To this end, a qualitative research approach was chosen, which unfolded into a case study. Consequently, regarding the adoption of methodological instruments, semi-structured interviews were conducted with eleven education professionals: teachers from basic, technical, and technological education; a pedagogue; the Napne coordinator; Special Education Service (AEE) teachers; the general teaching coordinator; and the director of education. In addition, a document analysis was carried out, mapping the main guiding documents of Ifes, such as resolutions and regulations, as well as institutional evaluations and documents related to the process of promoting continuing education, especially at the São Mateus campus. As for the results, it is important to consider that the perspective of collaborative work is promising for challenging the logic of traditional teaching; however, challenges persist, such as the institutionalization of the practice and the establishment of opportunities for knowledge sharing and continuing education.