ESTÁGIO EXTRACURRICULAR E INCLUSÃO: REFLEXÕES E POSSIBILIDADES NA FORMAÇÃO DOCENTE EM QUÍMICA

Abstract

Teacher training comprises a long path of multiple training activities. And in this work whose objectives are to analyze and reflect on the actions and experiences lived in the Center for Assistance to People with Specific Educational Needs (NAPNE), as well as the implications of this experience in teacher training in Chemistry. For this, we will present the results of a qualitative documentary research, in which aspects related to the activities developed by the NAPNE during an extracurricular internship and their intersections with the pedagogical training in the Chemistry Degree course at the IF Goiano Campus Morrinhos are analyzed. Access to education is a constitutionally guaranteed guarantee and must be promoted in an equitable manner and committed to the development of the potential inherent in each individual, based on the specificities of each one. , professional and training. Thus, special education from an inclusive perspective aims to promote conditions for students with Specific Educational Needs (SEN) for these subjects to perform their functions in society in the most autonomous way possible and to seek to break pre-established standards that are limiting. Contact with inclusive education should be part of teacher training and in the Degree in Chemistry, it is no different, the future chemistry teacher needs to be prepared to develop inclusive pedagogical practices, as many students have difficulties with regard to the abstraction of various chemical concepts. Thus, when acting in the classroom, the teacher will certainly need a broader knowledge of teaching methodologies and pedagogical tools to assist in understanding and comprehension. We consider this work relevant, because when we analyze the curriculum of this degree course, we observe few units that dialogue with the inclusion of SEN in chemistry teaching, however statistically we can increasingly see an increase in the demand for inclusive education. Diagnosis activities and assistance for guidance in individual actions necessary to solve doubts and encourage study are very important and demand pedagogical knowledge and training that contemplates the student's potential, helping in the development and improvements in learning. Mediation based on the diagnosis and pedagogical recommendations can help the teacher in promoting new knowledge, but it is important to have more dialogues between the teachers who are in the classroom and the NAPNE collaborators who monitor the student throughout the school year .