Profissionais de apoio à inclusão e currículo de formação de professores/as

Abstract

This article analyzes the curriculum of the Teaching Immersion Program –Special Education, an initial teacher training project developed in a College of Application, which provides undergraduate students with contact with classes that have students targeting Special Education (PAEE) included. These undergraduates carry out activities that are similar to those developed by those that the legislation appoints as Inclusion Support Professionals. Based on a post-critical perspective, the objective of this study was to understand the practices demanded of undergraduates when they assumed this position of subject, basead on their reports and perceptions about the Program. Using narrative interviews as a methodology, the argument developed is that this subject position has as its marks the practices of caring for the other and the construction of mediation strategies between school knowledge and PAEE students. The process of producing this subject position does not, however, occur without conflicts that are manifested by the tiredness and responsibility that many undergraduates feel.