| dc.description.abstract | This Master's research was developed within the scope of the Graduate Program in
Education - Federal University of Santa Maria (UFSM) and inserted in the line of
research “Special Education, Inclusion and Difference”. It was funded by the
Coordination for the Improvement of Higher Education Personnel (CAPES). This study
is based on the assumption that interpersonal relationships are an integral and
transforming part of the human being, in this sense, relationships between teachers
can influence the process of school inclusion. However, working in an inclusive
perspective is not an easy task, due to the great diversity of students that the school
context encompasses. Thus, this study aims to understand how interpersonal
relationships are established between the Special Education teacher and the teacher
in the early years of Elementary School, through collaborative teaching from the
perspective of school inclusion. The theoretical framework adopted in the study was
based on a psychoanalytic approach to interpersonal relationships, based on authors
such as Sigmund Freud (1856 –1939); Wilfred Bion (1897 – 1979) and Henri Wallon
(1879 – 1962). In addition, information on the process of school inclusion based on
Brazilian legislation and on authors who support inclusive education, such as: Mantoan
(2003, 2007), Rabelo (2012), Vilaronga (2014), Capellini (2004) and Pereira (2009).
According to the methodology, an exploratory case study was carried out with a
qualitative approach, making use of semistructured interviews for data collection,
addressing themes about training, interpersonal relationships and collaborative
teaching, in which were answered by Special Education teachers and common school
teachers in the early years of Elementary School. The analysis was performed using
the Content Analysis technique, as proposed by Laurence Bardin (2011), highlighting
interpersonal relationships from an inclusive perspective. Three analytical categories
were identified: 1) Interpersonal relationships between professors and influence on the
inclusion process. 2) Inclusive Educational Practices: collaborative teaching as a
school inclusion strategy based on interpersonal relationships 3) Inclusion and teacher
training in the field of Education. The research results indicated that interpersonal
relationships and collaborative teaching occur through dialogues and partnerships
between teachers. However, some barriers were identified, such as lack of time for
collaborative planning, existing gaps in initial teacher training, high demand from
students in the process of school inclusion, reduced workload of Special Education
teachers at school. Thus, these factors end up hindering interpersonal relationships
and the development of collaborative work from the perspective of inclusion. | |
