SPECIAL EDUCATION AND TEACHER TRAINING: PIBID EXPERIENCES OF THE EDUCATION COURSE/DE[1] OF UFMS

• Autor(a) principal: Corrêa, Nesdete Mesquita
• Data de Publicação: 2016
• Outros Autores: Quiles, Raquel Elizabeth Saes
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Teoria e Prática da Educação (Online)
• Texto Completo: https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/29019
• topic: Pibid; Education; Special education; Teacher training; Pibid; Educação; Educação especial; Formação docente

 This article shows the results of an experiment of a Scholarship Program for initiation to teaching, named Programa de Bolsas de Iniciação à Docência (Pibid), developed in the period from 2012 to 2013 in the Education course, the distance form, of the Federal University of Mato Grosso do Sul. It aims to express the importance of Pibid in the teacher training process, as well as its impact on pedagogical reflection, combining theory and practice focusing on the field of special education. It is, therefore, a report of professional experience. For its development we used the reflections of several authors about the education of people with disabilities, inclusive education and special education, besides excerpts from records of academic fellows expressed in reports developed during the program. The project was developed in four stages – experience, questioning of the experience, intervention and evaluation – which enabled school actions to be dialogued, debated, shared and constantly evaluated, planned from the local needs identification. We conclude that special education discussion on a proposal of Pibid achieves important results in the training of teachers, revision of concepts and ideas and giving tools to the academic fellows to contribute to the realization of education for all. The experiences presented indicate how much the teachers of regular schools need continued education moments that enable to rethink their practices to attend the diversity of students, regardless of presenting disability or not, which requires changes in paradigms and professional attitude.