Resumen

MARTINS, Eliane Rodrigues  y  SANTOS, Geandra Cláudia Silva. The Pibid and the teachers initial training: contributions to inclusive educational practice. Sér.-Estud. [online]. 2020, vol.25, n.55, pp.345-365.  Epub 01-Abr-2021. ISSN 2318-1982.  https://doi.org/10.20435/serie-estudos.v0i0.1284.

This research aimed to investigate the contributions of the Institutional Program of Initiation to Teaching Grant (Pibid) of the Pedagogy course, for the initial formation of teachers, as a relevant aspect to the inclusive educational practice. The methodology was based on the qualitative perspective, through field research. Four female teachers from Pedagogy, from a Public University, participated in the research. They were members of the subproject for the special inclusive education grant. For the production of the information, the semi-structured interview, questionnaire, and documentary analysis were adopted. The results showed that the participants have evaluated the experience in Pibid as positive, making formation and professional performance more meaningful through the articulation of theory and practice, which allowed to plan and carry out activities capable of inserting, to a certain extent, the students in the curriculum and rise interpersonal relationships, despite the exclusionary structure and organization of the school. It was concluded that the possibilities built of the Pibid provide the future teachers with the production of guiding subsidies to the problematization of the school reality and the formulation of pedagogical alternatives.

Palabras clave : teacher initial training; Pibid; Pedagogy; special education; inclusion.

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