Planejamento colaborativo na perspectiva da educação inclusiva: um estudo de caso em uma escola estadual mineira

Abstract

This study was conducted within the framework of the Professional Master's Program in Public Education Management and Evaluation (PPGP), offered by the Center for Public Policies and Education Evaluation (CAEd) at the Federal University of Juiz de Fora (UFJF). It investigated collaborative pedagogical planning as a strategy for promoting inclusive education through a case study carried out at Jean Itard State School, located in Juiz de Fora, Minas Gerais, Brazil. The guiding research question was: How does the pedagogical team at Jean Itard State School organize and implement collaborative strategies in pedagogical planning by integrating Special Education services with mainstream educational practices to promote the inclusion of students with disabilities? The general objective was to understand how the pedagogical team develops and implements collaborative strategies in pedagogical planning by integrating Special Education services with mainstream educational practices to support the inclusion of students with disabilities. To achieve this objective, the study sought to: describe the collaborative pedagogical planning practices developed by the pedagogical team to foster the inclusion of students with disabilities; analyze the factors influencing the development of these collaborative strategies, identifying the challenges and strengths associated with their implementation; and propose actions aimed at strengthening collaboration between Special Education and mainstream education, thereby contributing to the effective implementation of inclusive education within the school. The theoretical framework is grounded in discussions of inclusive education, collaborative pedagogical planning, continuing professional development for teachers, pedagogical leadership, and the organization of inclusive practices. The discussion draws upon the contributions of Capellini (2008), Lück (2000, 2009), Mittler (2003), Mendes, Almeida, and Toyoda (2011), Vilaronga and Mendes (2014), Booth and Ainscow (2011), Braun and Marin (2016), Vianna and Braun (2019), Pletsch (2020), and Glat and Estef (2021). Adopting a qualitative approach, the study employed semistructured interviews, focus groups, and document analysis, enabling the identification of both the strengths and the weaknesses of collaborative planning in the school context. The findings revealed limited institutionalization of collaborative planning practices, a misalignment between teacher education and the practical demands of inclusive pedagogical practice, and the perception of the Individual Development Plan (IDP) as a predominantly bureaucratic tool. The findings also indicated that, in some situations, the inclusion of students with disabilities tends to be treated as a mere formality, limited to their physical presence in the classroom without ensuring their effective participation in pedagogical activities. In response to these challenges, an Educational Action Plan (EAP) was proposed, comprising strategies aimed at institutionalizing collaborative planning, strengthening continuing professional development for teachers, reinforcing the pedagogical role of the Individual Development Plan, and consolidating inclusive practices guided by student participation and equity in the educational process.