Educação Especial e Formação de Professores com ênfase na Metodologia de Pesquisa Intervenção

Abstract

The intensified debate and studies in the field of special education from an inclusive perspective show a growing trend, from a diversified viewpoint, to consider the challenges and complexity surrounding the consolidation of an educational process that promotes high-quality teaching and learning. From the perspective of scientific and pedagogical knowledge production in this field, intervention research methodology appears to be one of the significant elements for advancing the construction of pathways that favor integral human development. Thus, the objective of this article is to analyze two studies developed in a professional graduate program in the field of education, focusing on special education, with a methodological emphasis on intervention research. To this end, some perspectives of this methodology are discussed prior to the analysis of the two studies that adopt it as the design of empirical research. In general terms, based on the results and discussions, it was possible to perceive the potential of the intervention methodology, since one of its relevant aspects is the consideration of participants as active and engaged subjects in the construction of data, which aligns with the intervention perspective that prioritizes collective human development.