Pedagogical practices in special education: collaborative teaching and group learning in the regular classroom

ensino colaborativo e aprendizagem em grupo na sala de aula

Abstract

This article is configurated as an experience report and aims to discuss the power of interactional process to students’ learning, considering an experience of collaborative teaching in the second year of elementary school at a public institution, in the scope of PIBID/XXX/Special Education. As the main aspects, the contribution of group activities for collective decision-making, the definition of roles by students, and their learning from the confront in the different hypotheses in the group are discussed. Collaborative teaching is highlighted as a qualifier of the developed pedagogical practices since it predicts the partnership between a special education teacher and a regular teacher switching roles and with equality of responsibilities in the planning actions, class development, and evaluation of the proposal and students.