APRENDIZAGEM DA DOCÊNCIA POR MEIO DE ESTÁGIOS REMUNERADOS NA EDUCAÇÃO INFANTIL: REFLEXÕES SOBRE INCLUSÃO ESCOLAR

• Autor(a) principal: CARLA CRISTINA LOPES MACHADO
• Data de Publicação: 2023
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFMS
• Texto Completo: https://repositorio.ufms.br/handle/123456789/7570
• topic: Aprendizagem da docência; Estágios; Educação Infantil; Inclusão escolar.; Ciências Humanas

In view of the objective of discussing about learning and insertion in the teaching career through paid professional internships in the environment of Early Childhood Education, focusing on the school inclusion of children in this stage, we conducted a theoretical discussion addressing the complexity of contributing to an inclusive education for a teacher who is learning/ starting a career, especially for those who experience this process of insertion through paid professional internships. This work is theoretical, based on a case study as a result of a personal experience, where we propose to study the perspective of an inclusive early childhood education for all children and observe how educators are involved in this process, problems to be discussed: The paid internships as a learning opportunity for teaching and entering the teaching career; learning the profession and assigning responsibilities: trainees who already experience the characteristics of the beginning of their career; Early Childhood Education as a gateway for many trainees in school; Trainees to support the process of school inclusion in early childhood education, through the role of teacher support or even suppressing the need for the presence of a specialist teacher. As considerations, we identified the need for the internship to be understood in an interesting training proposal for career insertion, but that should not be done only in order to meet the professional demand of educators in early childhood education. It should aim at the learning of teaching at this stage and the inclusion actions should be thought and planned in partnership with the teacher regent/ class holder, in dialogue with expert teachers of Special Education on the needs that the group of children presents.