As experiências formativas da extensão universitária na consolidação da formação do pedagogo: vivências inclusivas em um colégio de aplicação

Abstract

This article aims to analyze the implications of participating in a university extension project, developed in an inclusive context at a public school, for the initial training of pedagogues. Specifically, it proposes to: describe the actions and experiences lived during the extension activity; understand the contributions of this experience to the development of knowledge, skills, and teaching attitudes geared towards inclusive education; reflect on the challenges and learning resulting from the articulation between theory and practice; and identify the implications of this experience in the construction of the professional identity of the pedagogue in training. The interest in the theme emerged from formative experiences and theoretical reflections that highlighted the relevance of inclusion and critical and reflective pedagogical practice in teacher training. This research is based on a qualitative approach, of a descriptive and reflective nature, and is characterized as an experience report. Therefore, the research prioritizes the analysis of reference works, namely: Freire (2008), Gadotti (2013), Pimenta (1996), Pimenta and Lima (2012), Tardif (2012) and Schön (2000), as well as normative documents, such as the 1988 Federal Constitution, the Law of Guidelines and Bases of National Education (LDBEN) No. 9394/96, the National Policy on Special Education from the Perspective of Inclusive Education and the Brazilian Inclusion Law No. 13.146/2015. The results indicate that university extension, developed in a school of application, constitutes a privileged formative space, favoring the articulation between theory and practice, developing a critical, reflective and ethical stance, as well as the consolidation of inclusive pedagogical practices. In conclusion, this paper points to the need to strengthen extension activities in the initial training of educators, to expand training experiences focused on inclusion, and to invest in continuing education processes that contribute to the construction of a democratic and inclusive education.