Ser diferente é educacional: a educação especial nas experiências de estágio

Abstract

The objective of this study was to analyze how special education inserts on the teacher train- ing stages based on experiences during the internship. Taking into account the definitions found in the history, literature, public policies existent regions and the autobiographical narra- tives collected. Aiming at a critical analysis in respect of the inclusion proposed by it. In this regard, the theoretical framework uses the Authors’ speech who analyzed the situation of in- clusion of special students in regular education. Likewise, autobiographical narratives were used, occasional facts that have happened since his childhood to university life. The analysis of these reports provided reflections on teaching life ahead. To base these reflections on what is expected in teaching, a narrative of the lived experience of an educator was analyzed, who is the supervisor of the internship on the high school, and have contact with daily special edu- cation.The narratives were obtained through a semi-structured interview.His narratives de- scribed his understanding regarding special education and inclusion and also reported on how his classes are taught and which evaluative methods are used for special students, as well as how he understands the needs of his students and how the school provides him with assistance in relation to them. It was concluded, after the analysis, that inclusive school utopia is still far from being a reality. However, the reality can be changed if there is willpower coming from the future educators and providing support, infrastructure and didactic material, so that the teaching and the special student have a full educational development.