O PIBID Letras Inglês e a construção de conhecimentos docentes para a inclusão de alunos com deficiência no ensino fundamental

Abstract

The Institutional Program for Scholarships for Beginning Teachers (Pibid) aims at offering teachers in initial education at university the possibility of going to basic education public schools. At the Federal University of Paraíba (UFPB - Campus I), the subproject English Letters (teacher education program), since the beginning of 2015, has focused on the inclusion of students with disabilities in the English classes of the municipal elementary school where the subproject is developed. In order to promote the inclusion of those students in the English classes, the teachers in initial education, participants of the subproject, have developed teaching activities and materials, as well as progress tests, so as to enable the access of those students to knowledge. Assuming that the work developed in the subproject has had significant impact on the initial teacher education process of the teachers involved, a qualitative research was conducted with six of the seven teachers-to-be who worked in the subproject in 2015 at the school, in order to verify which knowledge and skills could be developed in their formative process from working with students with disabilities. Therefore, this paper aims at presenting the referred piece of research and it covers the following topics: i) a brief historical context of educational inclusion in Brazil; ii) the theoretical framework that supported this work; iii) the methodology and the context in which research was conducted; iv) the results of the research. Data analyzed shows that the subproject provided an opportunity for an alternative formative process for participants. Thus, the hypothesis that the experience in the subproject English Letters caused significant impact on the initial teacher education of the participants of the subgroup is confirmed.