O programa residência pedagógica e a inclusão:: o (re)pensar das residentes sobre as práticas vivenciadas

• Autor(a) principal: Cavalcanti da Silva, Samara
• Data de Publicação: 2023
• Outros Autores: Fumes, Neiza de Lourdes Frederico
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Temas em Educação
• Texto Completo: https://periodicos.ufpb.br/index.php/rteo/article/view/65451
• topic: Target Audience of Special Education; Pedagogy; Pedagogical Residence; Exclusion; Covid - 19; Público objetivo de la educación especial; Pedagogía; Residencia Pedagógica; Exclusión; COVID-19; Público-Alvo da Educação Especial; Pedagogia; Residência Pedagógica; Exclusão; Covid-19

The Pedagogical Residency Program (PRP) aims, among other objectives, at improving training and effective contact with the educational context in which the student will work. Thus, we seek to investigate: how can the practices proposed within the scope of the PRP, based on critical collaborative research, encourage the development of inclusive experiences in the PRP? In this sense, we aim to: develop inclusive experiences in the PRP, based on the critical collaborative perspective. The theoretical framework is based on the theories of socio-historical psychology, based on Vygotsky, who proposes a depathologizing pedagogy. Therefore, the research was of the collaborative type, with individual and collective reflective sessions, via Meet, with audio and video recording, with a total of 13 participants, between the months of February and May 2022, linked to the two PRP field schools (UNEAL), located in northeastern Brazil, with analysis based on thematic content. The empirical corpus points to the recognition of exclusion experienced by PAEE students in PRP field schools. In short, the practices proposed within the scope of the PRP, based on critical collaborative research, were important, but not sufficient to encourage the development of inclusive experiences in the PRP.