Ensino colaborativo: estratégia inclusiva para estudantes com deficiência intelectual em escola de tempo integral

Abstract

The following study aims to analyze teachers and managers conceptions from the Centro de Educação de Tempo Integral in São João dos Patos, Maranhão, about collaborate teaching as a strategy to promote a inclusive approach for the students portraying Intellectiual Disability (ID) at this school. The study consisted on a qualitative case analysis. In order to collect data, we have used the semi-structured questionaire. Such instrumental have made possible for the subjects on research to choose among one or more alternative answers to the asked questions, but also to present their concepction over the the proposed questions. We have analyzed the results obtained through the methodology of content analysis with the technique of categorization and elaboration of indicators. At this study, we highlight that the team work, the dialogue, the partnership between the school professinals and the participation of the families, have collaborate to the inclusive practics over the students with ID at a full-time school and that the collaborate teaching presents itself as a promissing strategy for these practices.