The construction of authorship in collaborative-critical action research

Abstract

For this study, the objective is to analyze the contribution of the collaborativecritical action research assumptions in the change of professionals of the municipal education system of Marataízes - ES in researchers of their practices, aiming at the elaboration of public policy for the Special Education in the inclusive perspective of the municipality. The theoretical framework is based on the foundations of Habermas Communicative Action (2012). The results of the processes in which these actions were constituted were: the Listening Group and the Group of Study and Research of Inclusive School Education - Grepmeei. The action of listening to the concepts/ conceptions and demands of professionals about Special Education and Continuing Education in Listening Groups made possible the first actions for managers change in the research process. In the Grepmeei, this movement of change in reflexive-critical actions and in the writing of public policy for Special Education is observed. Thus, in the actions of: planning, acting, observing and reflecting, including the participation of all involved at each moment, there were changes in attitudes towards understanding in the process of preparing public policy for Special Education, and Empowerment should be highlighted considering the educational demands of the municipality.