Formação coletiva no IFES - Campus Nova Venécia: a potência de partilhar, ensinar e aprender em colaboração Salvador

Abstract

This technical-technological production (TTP), entitled “Collective training at Ifes campus Nova Venécia: the power of sharing, teaching, learning in collaboration”, emerges as a result of an interventional research named as Special Education from an Inclusive Perspective and Teaching Practices at the Federal Institute of Espírito Santo: the creation of collective spaces for continuing education on Nova Venécia campus, which aims to understand the itineraries of teaching activities in the Civil Engineering course at the Federal Institute of Espírito Santo, Nova Venécia. The study was carried out in the context of inclusive education for deaf people or people with hearing impairment, identifying possible challenges and gaps in order to situate and propose pathways for continuing and collective training in this educational context. The theoretical background is based on Nóvoa (2009; 2019), Freire (1996), Zeichner (1993), Imbernón (2009), Mantoan (2015), Tardif and Lessard (2014), among others. Thus, based on the results and analysis of the interventional research, the technical-technological production was delineated with the main objective of providing continuing and collective training for teachers who work with deaf or hearing-impaired students on the Civil Engineering course. To this end, this TTP is structured around principles that interact with each other and are essentially complementary, which were presented and discussed during the intervention, constituting the main reason of the proposal. In order to implement the TTP, three goals are presented and divided into actions, all interconnected and complementary, therefore they were listed according to data analysis from the field research at Ifes Nova Venécia. It is expected that the training will enable teachers to enhance their theoretical and practical knowledge needed to work with deaf or hearing-impaired students, as well as contributing to reflections on the paradigm shift in relation to students who are the target of special education.