COLLABORATIVES PRACTICES IN EDUCATION

A DESCRIPTION OF CURRENT LITERATURE

Abstract

The work developed in common education is a challenge for all professionals, especially when it involves students supported by Special Education, given the specific features they present. In these cases, the collaborative practices between regular education teachers and school support professionals have been configured as an adequate form of organization to respond to the challenges of inclusive education. Understanding how they have been described by the current literature is the objective of this research with a qualitative approach and bibliographic contribution. The analysis of the 13 materials selected made it possible to establish two central categories of analysis: bidocence/cooperation/co-teaching/collaboration, which explores the uses of these terms in the constitution of collaborative practices, and group/joint work, which problematizes the organization of this specific form of work. The results allow us to state that collaborative work favors interpersonal relationships between the professionals involved and expands the possibilities of action, based on an inclusive rationality.