Estágio e formação docente para o ensino superior na área de educação especial em perspectiva inclusiva

Abstract

Inserted in the Education and Inclusion in Educational Contexts Research Line, linked to the Postgraduate Program in Education (PPGEd) of the Federal University of Rio Grande do Norte (UFRN), we carried out an investigative work entitled internship and teacher training for higher education at area of special education in an inclusive perspective, supported by a qualitative research approach, based on the methodology of the intrinsic case study. The unit of analysis of the case studied comprised the Teaching Internship developed by stricto sensu graduate students in the Special Education area of the UFRN Graduate Program in Education, taking into account the time frame from 2010 to 2019. In defending the thesis that Internship Teaching developed by graduate students stricto sensu in the area of Special Education comprises one of the organizational forms of the process of teacher training for higher education in an inclusive perspective, enabling the articulation of the dimensions of the training trajectory, relations in the classroom and organization didactic and pedagogical teaching practice, we outline as a general objective to analyze the contributions of the Teaching Internship to the training for teaching in higher education of stricto sensu graduate students in the Special Education area of the Graduate Program in Education (PPGEd) of the Federal University of Rio Grande do Norte (UFRN). Among the specific objectives, we seek to characterize the contributions of the teaching internship to teacher training for higher education in the area of Special Education; describe actions and experiences developed by stricto sensu graduate students in their teaching internship in the area of Special Education; and, to investigate training strategies for suggestions for improving the teaching internship in Special Education in the context of PPGEd. Document analysis, observation and interviews were used as instruments to construct the research data. The theoretical contribution was based on Zabalza (2014), Cunha (2006; 2007), Dubar (2009), Pimenta and Almeida (2009), Mendes (2010), Pimenta and Anastasiou (2010), Magalhães (2006; 2011; 2012; 2013; 2014), Lima (2015), Martins (2015), Fávero and Tonieto (2010), Pletsch (2020), Marafon (2001), Pimenta e Lima (2012), Conte (2013), Ghedin, Oliveira and Almeida (2015), Magalhães et al. (2016), Ribeiro (2019), among others. Based on Content Analysis, the constructed data allowed the organization of three categories of analysis: 1) Identity construction for teaching in Higher Education, broken down into the subcategory: Interpersonal relationships between internship supervisor and intern; 2) Understanding the professionality of the Higher Education teacher and; 3) Teaching Internship in Special Education: an articulating training space between the areas of teaching and research. Among the research findings we highlight: a) construction of a teaching identity that permeates the different contexts experienced by graduate students throughout their lives; b) the relationships established in the formative space of the teaching internship value and incorporate the notion of the other, understanding the other who is different from him, therefore, considers and legitimizes the differences and the conquered rights; c) ratifies the teaching internship as a training space that enhances the articulation between teaching and research in the graduate students' training process; d) understanding of the teaching internship developed by graduate students in the area of special education as a privileged space for incorporating training principles that enhance the dimension of humanization in teaching; e) given the assumed inclusive perspective, the teaching stage in the area of Special Education highlights the need for the postgraduate system to incorporate training principles that recognize the dimension of sensitivity and human relationships in the training processes for teaching in higher education of all graduate students.