Inclusão no ensino superior: reflexões sobre o estágio supervisionado de acadêmicos com deficiência em cursos de licenciatura

Abstract

This work aims to offer some reflections on inclusive practices in Higher Education. In this sense, we seek to present and socialize the reflections of Specialized Educational Service Teachers (AEE), on the need for curricular adaptations and flexibility during the Supervised Internship, of students with Disabilities and Learning Disorders, in a degree course, from a public university, in the interior of Paraná. The Inclusion process has been breaking barriers in all educational and social aspects, therefore, it is necessary to reflect on what adaptations are necessary to guarantee supervised internship during an Undergraduate course. The methodology used is based on an experience report from some AEE Teachers, during the monitoring of all stages of the Supervised Internship. A bibliographical review was used to provide theoretical foundations on the researched topic. This work reinforces the importance of the Supervised Curricular Internship discipline for consolidating the paradigm of inclusive education. It is evident that the experience provided and lived during this discipline considers educational and social aspects that highlight the importance of Inclusion in all educational contexts.