CONTINUING TRAINING ON CO-TEACHING FOR TEACHERS IN THE STATE OF SÃO PAULO: THE USE OF TEACHING CASE

Abstract

This study aims to analyze the feasibility of using a teaching case to reflect on the possibilities of school collaboration and work in a co-teaching format. This is a case study research of an extension activity entitled "Training Strategies and Co-Teaching Practices ", developed by the Federal Institute of São Paulo (IFSP), on the Sorocaba campus in partnership with the São Paulo State Education Network. The project in question consisted of analyzing the possibilities and challenges of an online course for teachers about collaborative teaching to support school inclusion, a course that aimed at in-service training for special education teachers, in the co-teaching model for the Specialized Educational Service, focusing on the school inclusion of public special education students. 38 teachers with training in special education who worked as special education teachers who took the course participated in this training. The training meetings took place in the second half of 2022, involving remote meetings on the topics: concepts, proposals, and co-teaching practices, readings and exercise resolutions. Accounting for a 32-hour workload. For this analysis, the teaching case of Adélia was used as a data source, which was one of the teaching materials used throughout the training. For this activity, an online form was made available with three questions related to the attitudes, interpretations and positions of the participants regarding the situation presented by the teacher during the report of a professional context. 27 responses were obtained, from activities carried out individually or in pairs. It was found through the results that the participants identified with teacher Adélia's report, as they also considered themselves invisible at school, there was a collective lack of knowledge of the role of the special education teacher, little relationship with the common room teacher and precariousness of the educational system. However, they considered that co-teaching is a promising proposal for effecting changes and inclusion at school.