Inclusion and the Pedagogical Residency Program (PRP): considerations on reports and letters produced by residents

Abstract

The inclusion of the Target Audience of Special Education (PAEE), at school and regular classroom, is extremely relevant in the society, educational, political and, especially, a human right. In this connection, we seek to investigate: what are the limitations and possibilities of inclusive lives experiences in the Pedagogical Residency Program (PRP)? For this purpose, we have established: to think hard the limitations and possibilities of inclusive lives experiences in the PRP. Collaborative research was release-critical, carried out with thirteen PRP participants, linked to the Bachelor's Degree in Education of International Education Solutions (IES) of northeastern Brazil, between December 2021 and April 2022. Therefore, this paper concentrates on the clipping of the documentary analysis, in view of the thirteen reports and thirteen letters produced by the PRP participants, based on the thematic content analysis. Based on the analyses, we proved to know three key themes categories, namely: i) difficulties and rejection of PAEE students; ii) study of Inclusive Education in training and PRP; iii) practices developed with PAEE students. The classes indicate the possibilities of inclusion study in the sense of the PAEE as essential throughout the PRP, as well as the limitation by the rejection experienced by the PAEE students. Moreover, we also proved to know, the silencing, in some letters and reports, about the practices, inclusion, and exclusion of PAEE in the PRP field school, besides as indicating to the need for a further deepening on the theme and criticism of Emergency Remote Education (ERE), in order to break down the exclusionary practices at the educational setting and on the PRP.