Deficiência visual e formação docente: uma análise de relatórios de estágio supervisionado de graduandos em Letras- Inglês na UFPB.

Abstract

The aim of this study was to analyze 8 reports on Supervised Internships V and VI, conducted at the Instituto dos Cegos de Paraíba, in order to analyze how the undergraduate students in Paraíba materialize the impact of this experience on their reports. Teacher training is a complex process involving many disciplines, contexts and experiences. The Supervised Internship is an integral part of undergraduate courses and is understood as a phase in which a space for critical reflection on the learning acquired through the analysis of reality in the classroom, contributing to the construction of the teaching identity (BUENO, 2009 ). In this work, we seek to focus on the supervised internship context of the UFPB based on the analysis of reports of students who completed their internships between the periods of 2016 and 2017. The cut we propose for the analysis of the reports involves the choice of the internship in context of education considering the importance of discussing in the training issues related to the teaching of people with disabilities and inclusive school. Thus, we analyzed 8 reports of trainees who worked at the Institute of the Blind of Paraíba (ICPAC), seeking to investigate how future teachers perceive the experience of teaching in English for the visually impaired. It is important to note that inclusion is not just about getting a student with special educational needs in a regular classroom, but also offering support to accompany classes and feel integrated into the school. As will be seen, few undergraduate courses address the inclusion theme and are generally not compulsory. Given this reality and the importance of the subject, are future teachers prepared to teach English in heterogeneous rooms with a visual impairment, for example? These and other issues will be discussed throughout the analysis of the reports. Keywords: