COLLABORATIVE RESEARCH AS A TEACHER TRAINING STRATEGY FOR INCLUSIVE EDUCATION

Abstract

This article analyzes the role of collaborative research in the continuing education of teachers for Inclusive Education, based on Historical-Cultural Theory (HCT). The study responds to the need to organize training processes that guarantee the quality of teaching for the target audience of Special Education (PAEE). Conducted in a public school in the interior of Paraná, the investigation involved teachers from the early years, teachers of Specialized Educational Assistance (AEE), coordinators, and the researcher. Through interviews and collaborative sessions, the results indicated that the co-production of knowledge and peer mediation favor the internalization of scientific concepts and the transformation of pedagogical practice3. It is concluded that collaboration, by acting in the Zone of Proximal Development (ZPD) of teachers, is an effective resource for the construction of an inclusive school.