ANALYSIS OF ACADEMIC PRODUCTION ON CONTINUING TRAINING AND ACTION-RESEARCH FROM AN INCLUSIVE PERSPECTIVE: THE KNOWLEDGE OF A RESEARCH GROUP

Abstract

The expansion of public policies in Brazil aimed at serving students the target audience for Special Education, resulted in an increase in enrollment in public schools with regular education, generating the need for training qualified professionals to serve these students. Thus, we seek to analyze the academic-scientific productions of Grufopees/CNPq-Ufes between 2013 and 2022, and their articulations between action-research, school inclusion and continued training of education professionals. It is based on the theoretical contribution of Jürgen Habermas, seeking through discourse situations and the arguments put forward by the author-researchers, to dialogue in search of consensus about the knowledge produced. From the above, we consider for the analysis of data eight (8) academic productions of dissertations. The analysis is based on the Argumentative Circles in order to articulate a dialogue emphasizing the arguments about the theoretical-methodological assumptions for collaborative-critical action-research, the constitution of the research problem, the movements triggered in the research processes, the understanding of reality and the intentions for change. Thus, we realize that collaborative-critical action research seeks transformations committed to development and solidarity between subjects, whose practical and social democracy function as systems of actions committed to the historical context.