Estágio curricular obrigatório e inclusão escolar

Abstract

The dissertation in question focused on the mandatory curricular internship in the initial teacher education, with a focus on inclusive education. The topic was chosen to further explore research in this subject due to its scientific relevance, which can generate reflections on teacher education, special education, and inclusive practices. Based on the guiding question "What are the reflections of student interns in the undergraduate teacher education programs at the Federal University of Catalão regarding the mandatory curricular internship, initial teacher education, and inclusive education?", this research presented as the main objective to describe and analyze the reflections of student interns in the undergraduate teacher education programs at the Federal University of Catalão regarding the relationship between the mandatory curricular internship, initial teacher education, inclusive education, and special education". The study was conducted using two methodological approaches. Firstly, a descriptive analysis of the literature review was conducted to provide theoretical grounding for the study. Secondly, a field research phase was carried out, utilizing semi-structured questionnaires and qualitative data analysis. Seven students from the Mathematics, History, and Pedagogy programs participated in the research. The results demonstrated that the internship is a crucial moment in teacher education. However, it was observed that this practice does not always meet the real needs of professional development, particularly concerning students with special educational needs.