COLLABORATIVE TEACHING PRACTICES: AN ANALYSIS IN THE LIGHT OF THE HISTORICAL-CULTURAL PERSPECTIVE

Abstract

This article, initially published in the journal Contribuciones a Las Ciencias Sociales, addresses school inclusion from the perspective of Lev Vygotsky's Historical-Cultural Theory, seeking to offer theoretical subsidies for the understanding of the relationship between learning and language development by relating the interlocutions with a pedagogical practice in the public school of Espírito Santo. It highlights the World Conference on Education for All, which defends school inclusion, and legal measures, such as Law No. 10,436/02, which aims to guarantee school access and participation for all. The research, carried out through the participatory methodology, reports the experience with a deaf student and her multi-segregated class, in a settlement school, located in the state of Espírito Santo, Brazil. It highlights the importance of collaborative work between teachers of Specialized Educational Service (AEE), regular teaching and Libras interpreter to promote the psychic development of students in signifying the cultural and social. It reaffirms the relevance of the school as a space for learning and mediation in the process of hominization.

DOI:https://doi.org/10.56238/sevened2024.031-062