Educational cooperation in action inclusive in regular schools

Abstract

This study aims to discuss the professional actions of teachers in the regular classroom and specialized care in relation to the principles of inclusive education, in view of the challenges and prospects for the formation of a professional practice collaboratively. For this study participants were fifty teachers of regular and nine specialized teachers. The dataset consisted of using a semi­structured questionnaire that turned on formative spaces, experiences and professional practice in inclusive theme, as well as correspondence and views on the subject. Analysis of the data was organized into two areas: “Acting individually and (dis) engaged in inclusive education” and “Necessary Partnership pedagogical work for inclusive education.” The results showed that in general, teachers do not indicate an effective recognition of educational activities inclusive; demonstrate that their professional actions here are based on individual performance and secluded away from the postulates of a collaborative action, as shown agreement and conceptions that oppose the structuring of new shares professionals. We conclude that the premise of introducing new models of professional practice for inclusive education depends on the development of the role of teachers involved in this process, so that enforce professional actions linked to the principles of access, retention and learning for all students.