Banca de DEFESA: JOSEFA KALLYNE DE MEDEIROS PINHO DE AZEVEDO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : JOSEFA KALLYNE DE MEDEIROS PINHO DE AZEVEDO
DATE: 27/02/2026
TIME: 14:00
LOCAL: Auditório 02 do PPGEd - NEPSA II
TITLE:

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KEY WORDS:

Teacher. Special Education. Co-teaching. Intellectual Disability.

PAGES: 116
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

The general objective of this research was to analyse the pedagogical practices of teachers working in the final years of lower secondary education, including Special Education teachers and subject-specific teachers, from a co-teaching perspective, focusing on the education of students with intellectual disabilities in a state public school linked to the 4th Regional Directorate of Education and Culture of Rio Grande do Norte (DIREC), located in the municipality of São Paulo do Potengi. The specific objectives were to identify elements of co-teaching present in the pedagogical practices of teachers at the school under study, affiliated with the 4th DIREC; to describe the strategies adopted in planning pedagogical practices from a co-teaching perspective; and to outline the continuing professional development needs of teachers, particularly with regard to the inclusion of students with intellectual disabilities. The study is grounded in a qualitative approach of an exploratory, descriptive, and participatory nature, using the following data collection instruments: a semi-structured questionnaire, classroom observation, documentary analysis of the School Political Pedagogical Project and Individualised Education Plans, as well as the organisation of professional development meetings with teachers. Nineteen teachers participated in the study, with analysis focusing on those who worked directly in mainstream classrooms, in addition to three students diagnosed with intellectual disabilities, enrolled in the 7th, 8th, and 9th grades, aged 13 and 15 (the latter age corresponding to the two oldest students). The results indicate that, although teachers recognise the importance of inclusion and collaborative work, significant weaknesses remain in joint planning, curricular accessibility and pedagogical strategies, continuing professional development, and the consolidation of co-teaching as a systematised practice. Inclusive practices were found to occur sporadically, often centred on the Special Education teacher, revealing the need for shared responsibility among subject-specific teachers. It is concluded that co-teaching represents a powerful strategy for promoting inclusive education, provided that it is strengthened through continuing professional development, the reorganisation of pedagogical work, and institutional commitment to building a genuinely inclusive school.

COMMITTEE MEMBERS:
Externa à Instituição - DEBORA DELIBERATO - UNESP
Interna - 2313711 - FLAVIA ROLDAN VIANA
Presidente - 3144003 - GESSICA FABIELY FONSECA
Externo à Instituição - JULIO RIBEIRO SOARES - UERN
Interna - 1714249 - MARIA APARECIDA DIAS