Collaborative pedagogy: interconnections between teaching training and efforts concerning inclusion

Abstract

The objective of this study is to reflect on the training process of teachers within a collaborative perspective, as well its possible impacts on inclusion in education. In this sense, we articulate premises found on teacher training and inclusive education in the field of special education, shedding light on collaborative pedagogy as a pivotal element to the exercise of teaching and, therefore, indispensable to the contemporaneous training processes that, ultimately, oppose individualistic and exclusionary logics. In that regard, we present the path and the possible effects of a collaborative research linked to an extension project in the context of the pandemic, involving 180 participants, between teachers and undergraduates, and articulating initial and continuing teacher education. Data analyzed composed of replies of an online self-assessment form, which was applied at the end of the training. The results indicate the potential transformation of education through peer collaboration and a strong demand for financial investment and training by the public sector, in order to implement and strengthen the collaborative network between peers, in favor of inclusion in education.