COLLECTIVE LEARNING NETWORKS AND CONTINUING EDUCATION IN SPECIAL AND INCLUSIVE EDUCATION: A PERSPECTIVE BASED ON MEZIROW'S TRANSFORMATIVE LEARNING THEORY

UM OLHAR A PARTIR DA TEORIA DA APRENDIZAGEM TRANSFORMADORA DE MEZIROW

Abstract

The aim of this article is to present and discuss how the proposal of in-service collective continuing education for different professional roles, carried out in the municipalities of the Central Serrana Microregion of XXX, can serve as a space for collective learning and contribute to the school inclusion process of students in special education. The proposal is developed by a research group from the Federal University of XXX through a research and extension project, linked to a doctoral thesis, with support and funding from state and national research agencies. The proposal is grounded in Jack Mezirow's transformative learning theory, highlighting critical reflection, dialogue, and perspective transformation as central elements. It is a qualitative research based on the action research methodology, using document analysis, participant observation, focus groups, interviews, and interactions in a virtual environment as procedures. The partial results indicate that this continuing education initiative has promoted inclusive actions and practices, as well as collaborative work among professionals in different roles. A collective proposal is advocated, breaking the fragmentation by job categories and establishing itself as a continuous process focused on the challenges of schooling students in special education. Although not yet institutionalized as public policy, the experience demonstrates both feasibility and relevance, pointing to the need for ongoing investigation and articulation with broader educational policies.