Supervised internship: developments for public students in special education

Abstract

The supervised internship has great relevance in undergraduate courses in Brazil, so that the future teacher can express in practice the knowledge acquired, it is salutary that the initial training offers a solid theoretical basis in different areas of school education, among them the knowledge about the Public of Special Education (PEE). In this sense, this article had as its main objective to deepen the knowledge about the initial formation of teachers and the practice of supervised internship and as specific objectives: i) to verify and analyze the curricular matrices of the disciplines of supervised internship of Pedagogy courses regarding Special Education; ii) to investigate how were the experiences of the undergraduate students during the internships with the public students of Special Education; and iii) to characterize the profile of the undergraduate students. The research was exploratory and descriptive with 118 Pedagogy undergraduate students, and a questionnaire was applied to collect data. The results were: a) the curricular loads demonstrated that the universities present the class hours established by law; b) most of the undergraduates mentioned positive experience with public students of Special Education, however, they pointed out difficulties and weaknesses when acting; and c) the undergraduates were young women in their first graduation and who worked while studying.