Formação docente e inclusão escolar: um estudo de caso do Centro Pedagógico da UFMG

Abstract

This article reports a case study on an experience of organizing pedagogical work for the reception and permanence of a child with Down Syndrome, a student at the Pedagogical Center of UFMG. The objective is to reflect on the service routine, as well as on the training process of undergraduates participating in the Teaching Immersion Program who work in the mediation of children with disabilities. The theoretical framework used dialogues with the specialized literature on the topic of Inclusion in regular education and on the challenges of teacher training. The main references are: Valadão (2019); Plesch (2011); Mantoan (2003). The text is structured in three sections: in the first, the institution and the methodology used are presented, which is configured as a case study, as discussed by Flick (2009) and Yin (2005). In the second, the case description is carried out. Finally, final considerations are made addressing the routine of care in the light of the debate on inclusive education and teacher training. It is expected to contribute to the construction of formative and inclusive educational proposals.