Contribuições criativas das práticas de aprendizagem integradoras e inclusivas à (trans)formação docente inicial

Abstract

The pandemic of COVID-19 has highlighted important questions about the training of teachers, especially with regard to inclusive practices. Therefore, this study focuses on the inclusive aspects of the practices, considering the spaces of initial teacher education. We ask ourselves "what are the contributions of Integrative and Innovative Learning Practices to the initial training of teachers, considering the challenges arising from the pandemic scenario for the promotion of inclusion in schools? This research aims to investigate the contributions of Integrative and Innovative Learning Practices (ILP) to initial teacher training, with a view to promoting inclusion in the face of the complexity and challenges imposed by the pandemic scenario. To compose the theoretical framework, we adopted the theories that underlie the PAII, being primarily the Ecosystem Educational Paradigm, Complex and Transdisciplinary Thinking. This is a qualitative research, in which we sought to dialogue with scientific productions that deal with inclusive aspects related to teacher education in the light of the theories mentioned, considering the particularities of the emergency scenario due to the pandemic. It is inspired by existential action research from the integral perspective, according to Barbier's model (2004). Moraes and Valente (2008) dialogue with this path when they point out the research from the perspective of complexity and transdisciplinarity, thus, it seeks to study the collective participation, the promotion of the spirit of creation, the implication of the subjects in the process of reflection and transformation. The participants of the research were students from the Pedagogy course at the Federal University of Alagoas who spontaneously registered to participate in the extension action, related to the proposed theme. As an instrument we used data collection of the action through participant observation, semi-structured questionnaires and transcription of speeches emitted orally or in writing through digital platforms. We made use of content analysis inspired by the method guided by Bardin (2011). It was possible to notice the insufficiency of teacher training regarding inclusive issues, in addition to highlighting the hegemony of normative pedagogical practices that do not meet the emerging demands arising from the uncertainties and complexities perceived in these times. The proposal of a paradigmatic change and the PAII, presents itself as a possible way to transcend the fragmented way of thinking and points out possible paths from the appropriation of another vision of man, of the world, and consequently of the learning processes by each teacher in (trans)training. Thus, it was possible to understand and unveil contributions to teacher education and inclusive practices in the current context, through Integrative and Innovative Learning Practices, as well as to reflect on teacher education in undergraduate courses in the light of the inclusive and creative perspective to deal with the instabilities and uncertainties of this time, and of life in its inherent complexity.