APOIO, ESTÁGIO E EXTENSÃO NO CIA: UM RELATO DE EXPERIÊNCIA SOB A ÓTICA DA PSICOLOGIA

Abstract

Inclusion policies are fundamental institutional measures to ensure the full social participation of people with disabilities, specific educational needs (SEN) and/or mental health problems in higher education. Access, maintenance, and success of students are largely the result of such policies. In the context of the Federal University of Paraíba (UFPB), the Inclusion and Accessibility Committee (CIA) is responsible for the implementation of inclusion policies; the sector enabled the different scenarios of the shared experiences. The general objective of this Experience Report (RE) was to critically reflect on the author's experiences of support, supervised internship and extension, as well as their impact on the training in the Psychology program at UFPB and their respective contributions to inclusion in higher education. Specifically, it seeks to reflect on the importance of the supported-supporter bond for learning, as well as the possible contributions of the experiential and relational dimensions to the formation of supportive students.The RE was prepared and constructed from notes, reports and field diaries. The experiences took place in the context of the UFPB, Campus I, in João Pessoa, Paraíba. Based on the experience of support and supervised internship, it was observed that it is necessary to work on the experiential and relational dimension of support, through extension actions, in order to train supporting students. Such experiences have contributed to the support of students with disabilities in order to ensure the effectiveness of public inclusion policies and to guarantee the full social participation of students with disabilities. Finally, we reflected on the importance of critical action in relation to the graduation in Psychology and considering the interdisciplinarity of the graduating process in the context of UFPB.Finally, we reflected on the importance of acting critically with regard to psychological education and considering the interdisciplinarity of the educational process in the context of the UFPB.