O Trabalho coletivo como perspectiva de superação das relações de exclusão.

Abstract

The present article sought through systematic research to understand how the pedagogical performance of the teacher that should be collective has become increasingly individualized, as well as to understand if its inverse, that is, as collective work can intervene in the relations of exclusion that originate in the isolation of teachers at school. As a specific objective, it sought to understand the importance of continuing education of teachers that aim at the collective work in the school environment, as well as to analyze and describe the difficulties encountered in school every day. As a result, it was observed that continuing teacher training made it pertinent to the work carried out collectively through the pedagogical actions performed. There was the approximation of scientific knowledge between teachers and academics of the licenciatura course in Physical Education promoting reflexive actions in collective in the collective, having as a theoretical basis the socio-historical materialism and dialectic. They thus contributed to the problems of social exclusion present within the school unit.