Estratégias pedagógicas e inclusão escolar: vivências nos estágios do curso de Pedagogia

Abstract

This study has as objective to understand how former students from the Federal University of Santa Maria’s undergraduate Pedagogy course elaborated strategies in order to work in inclusive contexts during their undergraduate teaching practice. For the construction of the theoretical and methodological framework, we used the studies of Bauer and Gaskell (2015), Bolzan (2001-2021), Freire (1979, 1996), Libâneo (2001, 2010), Brzezinski (1996), Pimenta and Lima (2004), Buriolla (1999), Wisch (2013), Vygotski (1995; 2007) and Freitas (2002). The methodology of this research is of a qualitative narrative approach, more specifically, of a sociocultural nature. As instrument of data collection, we used narrative interviews based on guiding topics. We organized the narratives in a broader category, entitled “formative processes”, which is divided into two dimensions: formative journey and undergraduate teaching practice. Moreover, inclusion is the transversal element that permeates these two dimensions. In the narratives’ analysis, we identified the elements of the former students’ formative processes, through heteroformative, interformative and self-formative processes. We revealed that the formative journey’s characteristics influenced their practices during the undergraduate teaching practice period because they had as their basis the experience and knowledge built during the initial teaching education for the development of pedagogical strategies in the context of inclusive teaching.