Formação inicial de professores e práticas inclusivas: o instituto dos cegos da Paraíba como campo de estágio supervisionado

Abstract

The number of people with disabilities in regular classrooms of Basic Education has grown significantly and their access to schools has been guaranteed by the public policies of inclusion (BRAZIL, 2015). This demonstrates the need to think about a teacher education program that prepares the teacher to include students with disabilities in these spaces effectively. In this perspective, this research sought to analyze the knowledge built by future English teachers to teach English to people with disabilities during the supervised internship at Instituto dos Cegos da Paraíba. As a theoretical support, we use the conception of teacher knowledge (TARDIF, 2014) and studies that deal with initial training and inclusive education (DANTAS, 2010; 2014; JESINE, 2010; MANTOAN, 2015; SOUZA, 2015; PAULINO, 2016; CELANI, 2017). This qualitative study, carried out with thirteen (13) trainees who answered a questionnaire, demonstrated the importance of the supervised internship at Instituto dos Cegos da Paraíba how the students were able to reflect on inclusion. The knowledge built during supervised internship can contribute to reduce in some way the gap between laws and school reality.