O estágio supervisionado na educação infantil e a inclusão escolar diante das adversidades do ensino remoto: relato de experiência

Abstract

The objective of this study was to present the analysis-reflection of an initial training experience remotely carried
in the discipline of Supervised Internship in Early Childhood Education during social distancing. This is an
experience report taken with academics from a Pedagogy course at a public university in the center-south of
Paraná. The study shows the creative integrative practice of teacher training activities from an Inclusive Education
perspective, with a view to meeting school diversity in the context of a pandemic. It is considered the emerging
educational paradigm and transdisciplinary teaching (MORAES, 1997), transdisciplinarity (NICOLESCU, 1999;
MORAES, 2008; SANTOS; HAMMERSCHMIDT, 2012; BEHERES, 2000). The results indicate that the interns
of the Pedagogy classes needed to create innovative pedagogical strategies to overcome structural and attitudinal
barriers that challenged the teaching and learning process during the covid-19 pandemic. Remote teaching offered
challenges and barriers to meeting school diversity, especially for young children with special educational needs.
However, it also allowed teachers to review their pedagogical practices and seek new ways of teaching and
learning.