Formação inicial docente e educação especial inclusiva: uma análise do estágio supervisionado em sala de recursos multifuncionais

Abstract

This Course Completion Paper aims to analyze how supervised internship experience in a Multifunctional Resource Room contributes to inclusive teacher education. The research is characterized as an autobiographical narrative, with a qualitative approach and descriptive nature, based on systematic observations, records in a field diary, and reflections developed throughout the supervised internship. Data analysis was organized into three categories: the role of Specialized Educational Assistance (SEA) in the context of inclusive education; the pedagogical practices developed in the Multifunctional Resource Room during the internship; and the contributions of the internship to the construction of inclusive knowledge and practices in initial teacher education. The results showed that SEA plays a fundamental role in ensuring access, participation, and learning for students who are the target audience of Special Education through individualized pedagogical practices, collaborative work with teachers and families, and the development of accessible resources. Furthermore, the internship made it possible to understand the challenges faced by SEA professionals, such as structural limitations, the need for continuing education, and the strengthening of collaboration between school and family. It is concluded that the supervised internship constituted an essential formative experience for the construction of teacher identity, fostering the integration of theory and practice, the development of a critical and reflective stance, and the strengthening of a commitment to the principles of inclusive education and human development.