Docência inlcuisva: lições e reflexões do PIBID

Abstract

The present study proposed an in-depth reflection on teacher education, considering its multiple dimensions, challenges, and possibilities within the context of inclusive education, as well as the role of the Institutional Teaching Initiation Scholarship Program (Programa Institucional de Bolsa de Iniciação à Docência – Pibid) as a formative space that articulates knowledge produced at the university with practical experiences in everyday school contexts. To construct its analyses, the study was grounded in two centrals theoretical foundations: Maria Teresa Égler Mantoan, a leading scholar in inclusive education and pedagogical practices oriented toward diversity, and Romeu Kazumi Sassaki, widely recognized for his contributions to the development of the concept of social inclusion. Based on this framework, the study also incorporated a historical discussion of social movements and legislative transformations that contributed to the consolidation of legal frameworks in support of inclusive education. Furthermore, by problematizing the persistent gaps in teacher education processes regarding the preparation of teachers for inclusive practices, Pibid was presented as an important mechanism for broadening pre-service teachers’ critical perspectives on school reality. Finally, the study defended the use of visual and playful pedagogical resources, such as images, comic strips, and drawings in history teaching, considering them didactic strategies that foster the participation of all students, respect individual differences, and contribute to more accessible and inclusive educational practices.