Formação de professores e educação inclusiva: vivências na residência pedagógica do curso de Pedagogia da UFAL

Abstract

The training of teachers for Inclusive Education, at this time, has become increasingly necessary, the demands have been demanding, and teachers need specific training to promote inclusion in the classroom. Throughout history, there have been many studies on Inclusive Education, laws ensuring it, decrees, and schools have even come to understand the need for it. On the other hand, it is also in practice where the biggest challenge lies. Even though there is the integration of children with special educational needs, the activities and human and material resources that promote the necessary development are an important and fragile point due to the lack of resources in schools, which often leads to activities lacking pedagogical meaning. Therefore, we started from the following question: In what way can the performance of teachers promote an authentic Inclusive Education, favoring the integral development of students? And our main goal in this research is to report the experience based on the trajectory lived in the Pedagogical Residency Program of the Pedagogy Undergraduate Course at the Federal University of Alagoas (UFAL)/Campus of the Sertão, from the experience in a public school, reflecting on the inclusion of children with special educational needs in a regular classroom. To do so, we conducted exploratory empirical research, through the experience promoted by the Pedagogical Residency Program. Data collection was carried out through dialogue with the school management and with the teachers of the class, the environmentalization, observations, and interventions in the classes. Thus, we propose to present the contributions of the program based on the inclusive interventions, dialoguing with some theorists, concluding with the attributions to what was extremely relevant in this perspective was the participation of children with autistic spectrum disorder in the classes. From this point of view, School Inclusion can be considered a necessity and a challenge, in constant opposition to an education that excludes.