Marcas do estágio-supervisionado em Língua inglesa no ICPAC: a voz dos alunos com deficiência e dos professores-estagiários.

Abstract

In the current scenario of demands in teacher education involving the schooling of students with disabilities (MACHADO, 2007b; DANTAS, 2014a; MEDRADO, 2016), Special Educational Services centers (SES), in Special Education institutions, are presented as a locus of supervised internship that enable more inclusive teacher education. In this perspective, and understanding that students and trainee teachers are central to the supervised educational act , we seek to listen to these two characters from the internship plot. In order to do so, this research aims at investigating how students and English-speaking trainees understand the supervised internship experience at Instituto dos Cegos de Paraíba Adalgisa Cunha - ICPAC, which functions as a center for SES. Our corpus consists of texts generated through interviews with students with visual impairment of ICPAC and of questionnaires with trainee teachers of the Federal University of Paraíba, who worked in the institute during the first half of 2018. Collaborators show specificities and impacts of the experience, presenting the SES center as a clinical space of inclusive school contexts (MEDRADO, 2016), which provides learning for all that are part of this context. In addition, the analysis points to the relevance of investing more in the pedagogical interactions between students and trainee teachers, indicating students’ protagonism in the education of undergraduates during the supervised internship