“Cada um é um”: constituição de saberes em uma experiência de formação na perspectiva inclusiva

Abstract

This article discusses the results of a survey that investigated an initial training experience in which undergraduates from different undergraduate courses acted as mediators for students with disabilities in a regular school.Based on the psychoanalytical concept of knowledge, we sought to understand how knowledge is mobilized by these mediators and what effects have emerged for their professional development as teachers.Through round tables and individual interviews, the participants testimonies pointed to knowledge under construction in each mediator’s path, which enabled them to find solutions to the impasses present in the relationship with the other in the school context.The mediators recognized the importance of this experience for training, listed approaches and paradoxes in the theory-practice articulation, in addition to expressing their own elaborations about this experience.