Resumo

ESPINOZA HIDALGO, Camila Belén  e  TAPIA GUTIERREZ, Carmen Paz. Co-teaching planning: a Co-Plan agenda to support the role of the special educator. Prax. Saber [online]. 2023, vol.14, n.39, pp.1-.  Epub 20-Nov-2023. ISSN 2216-0159.  https://doi.org/10.19053/22160159.v14.n39.2023.14796.

Inclusive education, the cornerstone of transformative education, favors the learning and participation of students with special needs. When analyzing the practices between a special educator and a regular classroom teacher, a scarce collaboration in co-teaching and devaluation of the role is identified. The objective is to strengthen the planning dimension to strengthen the special educator's role. The research was guided by a qualitative approach and an action research design, from which a co-teaching agenda was created to strengthen the planning dimension. A special education teacher and a regular elementary school teacher participated. The results show achievements in all dimensions of co-teaching. The work with the agenda contributed to the organization, collaboration, and valorization of the role of the special education teacher. It is concluded that the Co-plan agenda is a valuable tool to facilitate professional collaboration and allows the transition from a blurred role of the special education teacher to a professional valorization.

Palavras-chave : inclusive education; action research; co-teaching; special education; collaboration.

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