Os estágios supervisionados em educação especial: relatos de uma experiência

Abstract

This work is the result of the experiences of the Supervised Internship in Special Education, which raised the question as to how the pedagogical practices contribute in the Educational process in Special Education? Thus, we aim to understand how pedagogical practices contribute to the Educational Process of Special Education. To this end, the work was organized in order to contribute with the reflections on the contribution of the supervised internship to the training of the professionals who work in the modality of Special Education, in order to contribute with the teaching-learning process. For this, we start from the theoretical matrices of MENDES (2006), Freire (2004), VYGOTSK (1999), GONSALVES (2003), ALENCAR (2010). Methodologically, research subscribes as qualitative, using action research as a strategy for data collection, for Gonsalves (2003) it is a research that uses the participation of the subjects investigated in the process of knowledge generation, which is considered as a formative process. We start from the reality of the learner, using creative means, with the purpose of offering learning conditions, using the supervised internship as an Odd opportunity to unite theory and practice, considering the individuality of each student and his / her disability, focused on the inclusive perspective. As partial results of the research, it can be reported that pedagogical practices contribute directly to the educational process in Special Education, changing behaviors and expanding students' vocabulary.