Banca de DEFESA: NELMA ALVES DOS SANTOS

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : NELMA ALVES DOS SANTOS
DATE: 23/02/2026
TIME: 09:00
LOCAL: Virtual
TITLE:

Special Education Teachers and General Education Teachers: Interactions in collaborative planning for students with disabilities in a public school on Distrito Federal.

KEY WORDS:

Interaction. Special Education Teacher. General Education Teacher. Collaborative Planning. Special Education.

PAGES: 147
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This research analyzed the characteristics of the interactions between Special Education Teachers (SETs) and General Education Teachers (GETs) during pedagogical planning, with the purpose of developing educational proposals that promote communication and collaborative planning for students with disabilities. The investigation sought to investigate the beliefs, values, and positions that favor cooperation and interaction among teachers in the development of collaborative pedagogical planning in the context of inclusive co-teaching. The dissertation was structured in thesis-by-publication format, composed of two articles which employed distinct research methodologies. The first article corresponded to an integrative literature review with analysis based on the PRISMA protocol, in order to outline a panorama of published studies on the subject, which would serve as a basis for the development of the second article. The second article was based on empirical data, the construction of which was carried out with teacher participants from a public school based on Distrito Federal through semi-structured interviews and focus group meetings, with the methodological support of Collaborative Research and Thematic Analysis. The data collected were recorded through video and audio recordings. The chosen methodological approach was qualitative and incorporated the perspective of Semiotic Cultural Psychology as a contribution to the analysis of interactions during collaborative planning. This study allowed the development of a coconstructed proposal that considered the interactions between teachers and pedagogical planning, contributing to the professional development of teachers working in inclusive special education, fostering a collaborative culture in schools for the benefit of students with disabilities.

COMMITTEE MEMBERS:
Presidente - 1104190 - FRANCISCO JOSE RENGIFO HERRERA
Interno - 404712 - BERNARDO KIPNIS
Externa ao Programa - 2673303 - SINARA POLLOM ZARDO - UnBExterna à Instituição - ROSEMEIRE DE ARAÚJO RANGNI - UFSCAR