TEACHING REQUI RES COLLABORATION: an interface between Paulo Freire and the inclusive education in the collaborative teaching perspective

The presente article is related to the experiences in inclusive teaching formation in the perspective of the Collaborative Teaching, developed by the LaiFE - Laboratorio de Inclusao, Formacao Cultural e Educacao (Laboratory of Inclusion, Cultural Formation and Education), bound to Universidade Federal Fluminense - UFF (Fluminense Federal University). It is a frame of the research project and extension, that occurred remotely because of the Covid-19 pandemy, which ascends the teaching formation founded in the relation with the praxis, contextualized and dialogic, arcticulating scientific, pedagogic and practicing knowledge. Based in the reference of the Critical Theory and freirian pedagogy, this text rises into the defiance of elaborate textures with the concepts of collaborative teaching and viable unpublished, seeking the fortification of the process of rupture with the excludent pedagogic practices, going into the inclusion. Supported by this theoric apport, it privileges narratives, open space to experiences lived registered in memorial book, during the formation studies. The analysis of the data aims highlight the bounds which weave between the comprehension of the collaborative teaching with the viable unpublished and, thus, we might learn and problematize it senses, as to illuminate it potencialities in school inclusion context. The results point that it is still necessary to advance in initial and continued formation in the perspective of the collaborative teaching with the viable unpublished, seeking the entanglements of human formation based on the sensibility and the tensioning of the culture, in favor of the universal access to education.