II SEMINÁRIO SUBPROJETOS PIBID PEDAGOGIA : INCLUSÃO UNIVERSIDADE E EDUCAÇÃO BÁSICA

Introduction to the Event

Welcome and Opening Remarks

• The Universidade Estadual de Montes Claros (Unimontes) expresses great satisfaction in hosting a significant lecture as part of the second CED focused on diversity, inclusion, and teacher training.

• The event aims to share experiences and pedagogical practices among researchers, educators, and education managers from Brazil and abroad, emphasizing Unimontes' commitment to ethical and critical professional development.

Keynote Speakers and Authorities

Introduction of Key Figures

• Professor Dr. Silvana Diamantino França is invited to preside over the ceremony; she is recognized for her role in organizing the event.

• Other notable figures introduced include:

• Professor D. Leonice Vieira de Jesus Paixão, area coordinator of the teaching program.

• Professor Dr. Cecídia Barreto de Almeida, daily coordinator of PIBID at Unimontes.

• Professor Dr. Dulce Pereira dos Santos, institutional coordinator of PIBID.

Event Overview by Prof. Silvana Diamantino França

Purpose of the Congress

• Prof. França highlights that this congress focuses on Education and Diversity while promoting inclusive teacher training through various academic activities.

• She encourages participation from both attendees present at the venue and those watching online via YouTube.

Activities Included in the Congress

• The congress integrates several events such as:

• First seminar of PROFE,

• Second seminar on pedagogy,

• Third colloquium on education and health,

• Fourth forum on inclusive education focusing on racial literacy.

Acknowledgments

Gratitude Towards Organizers

• Prof. França thanks the organizing committee members for their efforts in making the event possible.

• Acknowledgment is also given to various partners including CAPS, Unesp, Santea, PPGE, Educar project for their support.

Invitation to Participate Further

Community Engagement

• Attendees are invited to visit a solidarity fair showcasing local farmers' products coordinated by a professor from Unimontes.

Closing Remarks by Guests

Importance of Inclusion in Education

• A guest speaker emphasizes gratitude towards all participants including students and teachers involved in educational initiatives aimed at fostering an inclusive environment.

• They highlight key themes discussed earlier regarding attentive listening, planning for diverse student needs which are essential for effective teaching practices.

Introduction to PIBID and Its Importance

PIBID as an Inclusive Policy

• PIBID is highlighted as an inclusive policy aimed at enhancing both academic training for students and support for basic education students.

• The speaker emphasizes the ongoing efforts to make PIBID a permanent initiative, showcasing its significance in educational reform.

Composition of the Panel

• The panel consists predominantly of women from basic education backgrounds, emphasizing their collective experience in teacher training.

• Professor Silvana Diamantino is introduced as a key figure who initiated the first PIBID edital in 2009, marking a significant milestone for the program.

Significance of Teacher Training

• The speaker expresses that PIBID serves as a vital link between teacher education and practical school experiences, essential for effective teacher formation.

• Other panel members include Professors Shirley Patrícia Nogueira de Castro Almeida and Dulce Santos Pereira, each contributing unique expertise to the discussion on teacher training.

The Role of PIBID in Teacher Formation

Acknowledgment of Participants

• The speaker acknowledges various participants including professors and students present at the event, fostering a sense of community within the educational framework.

Objectives of PIBID

• PIBID is described as an institutional program designed to enhance teacher formation through scholarships aimed at improving basic education quality.

• It facilitates connections between higher education institutions and basic schools, allowing student teachers to apply theoretical knowledge in real-world settings.

Practical Application and Research Integration

• Emphasis is placed on integrating theory with practice through guided experiences in schools under experienced educators' mentorship.

• The objectives also include promoting research activities within the program, ensuring that teaching practices are informed by empirical studies.

Educational Initiatives and Professional Development

Objectives of the Program

• The program focuses on teaching, research, and community engagement, emphasizing the importance of interaction between universities and local communities.

• A key goal is to enhance professional recognition for educators through continuous training and support, despite current limitations in financial compensation.

• Establishing a strong connection between universities and schools is crucial for effective educational practices; this dialogue fosters collaboration essential for teacher preparation.

Improving Education Quality

• The program aims to improve the quality of basic education through innovative projects like PIBID (Institutional Program for Teaching Initiation Scholarships), which serves as a foundational initiative.

• Presentations will highlight inclusive perspectives within PIBID, showcasing experiences from supervisors and participants involved in these subprojects.

Role of PIBID in Educational Practices

• PIBID acts as a catalyst for introducing new pedagogical practices into schools by involving area coordinators, supervisors, and scholarship holders who energize educational environments.

• Continuous professional development is emphasized as teachers engage with university programs while also collaborating with area coordinators to enhance their skills.

Collaborative Efforts Between Universities and Schools

• The partnership between universities and schools is vital; it allows for shared resources that enrich educational practices while addressing real-world challenges faced by educators.

• Teachers' contributions are recognized through initiatives like PIBID, which supports their work in shaping future educators effectively within school settings.

Impact on Educational Outcomes

• PIBID promotes collaborative efforts that lead to improved quality in basic education by identifying intervention needs alongside supervising teachers to plan effective learning strategies.

• The integration of theory with practice encourages reflective analysis among educators, ensuring that teaching methods adapt to meet students' needs effectively within classroom contexts.

Impact of PIBID on Education

Overview of PIBID's Role in Teacher Formation

• The interventions made by PIBID in schools are crucial for forming teachers who are engaged and equipped to tackle the challenges of teaching.

• PIBID strengthens basic education through diverse experiences and concept-building across various fields, highlighting its significant impact nationwide.

Acknowledgment of Contributions

• Appreciation is expressed towards supervisors, educators, area coordinators, and scholarship holders for their efforts in making a difference in basic education.

• The institutional coordinator emphasizes the importance of collaboration among team members at Unimontes to enhance educational practices.

Historical Context and Current Status

• The history of PIBID at Unimontes dates back to 2009, establishing it as a national reference point for teacher training programs.

• Inclusion is a key theme discussed; PIBID not only includes diverse educational approaches but also provides economic support to students through scholarships.

Future Aspirations for PIBID

• There is an ongoing effort to make PIBID a permanent program by 2026, ensuring its sustainability regardless of political changes.

• Initial concerns about budget threats have been alleviated, allowing optimism for future developments within the program.

Research Initiatives Related to Inclusion

• The speaker discusses research focused on inclusion within schools as part of the broader objectives of PIBID.

• Collaboration with other coordinators aims to address themes such as technology integration and anti-racist education within the context of teacher training.

Team Structure and Support Systems

• The coordination team consists of multiple members working together under the guidance of the Pro-Rectorate for Education.

• An overview is provided regarding cities involved with PIBID activities in Northern Minas Gerais, showcasing its extensive reach.

Inclusion in Education: The Role of PIBID

Overview of PIBID and Its Impact

• The speaker emphasizes the importance of inclusion within the PIBID program, highlighting Professor Silvana's long-standing commitment to this initiative.

• A total of 51 schools are involved in the program across various locations, indicating a broad reach and impact on educational practices.

• The legal framework supporting PIBID is established by Portaria 90, which aims to enhance teacher training and improve education quality in Brazil.

Challenges in Teacher Recruitment

• There is a significant challenge in attracting high school students to pursue teaching careers, which PIBID seeks to address through its initiatives.

• Despite financial challenges over the years, efforts have been made to sustain PIBID funding for future editions (2024-2026).

Resistance and Advocacy

• The speaker identifies three key roles for PIBID: serving as a space for resistance, promoting social justice, and fostering solidarity among educators.

• Visits to schools reveal both positive feedback about PIBID's contributions and areas needing improvement; ongoing adjustments are necessary.

Insights from Educators

• Teachers express appreciation for the support provided by PIBID during critical assessment periods like SAEP but also note their exhaustion from continuous demands.

• Research indicates that while inclusive practices are recognized positively by teachers, barriers remain—particularly regarding diagnosis and support for students needing additional help.

Barriers to Effective Inclusion

• Teachers report challenges such as lack of resources, insufficient time for creating adapted materials, and inadequate training for coordinators supervising inclusive practices.

• Positive evaluations exist regarding inclusive practices across all subprojects; however, significant obstacles persist due to management issues within schools.

Recommendations for Improvement

• Emphasis on improving diagnostic processes is crucial; understanding student needs can enhance the effectiveness of inclusive strategies implemented by teachers.

• Feedback suggests that enhancing support from Unimontes could significantly benefit schools' capacity to implement effective inclusion strategies.

Support and Challenges in Teacher Training Programs

Importance of Continuous Training

• The speaker emphasizes the need for ongoing training for academics and supervisors to effectively support educational projects.

• There is a call for a structured policy to ensure that various academic disciplines receive adequate support tailored to their needs.

Success of PIBID Program

• The PIBID program is recognized as an undeniable success, significantly contributing to teacher formation by bridging theory and practice.

• Despite its successes, there are criticisms regarding the overwhelming workload faced by educators involved in the program.

Overwork and Its Consequences

• Educators report feeling extremely overburdened due to high demands from events, projects, and evaluations, which can detract from their teaching quality.

• Teachers express concerns about tasks that do not align with curricular components, leading to feelings of disconnection from their subject matter.

Impact on Teaching Quality

• The excessive workload leads to a decline in teaching quality; some educators describe this as having a "direct and destructive impact" on their pedagogical effectiveness.

• Many teachers are experiencing burnout and health issues due to the pressures of their roles during the second semester.

Need for Visibility and Support

• The speaker encourages following their Instagram page for updates on PIBID activities, highlighting the importance of visibility in advocating for educational programs.

• They stress that increased visibility is crucial for gaining political support and recognition of the program's significance in basic education.

Future Directions and Acknowledgments

Enhancing Program Visibility

• There is a collective effort to make PIBID more visible at national levels, aiming to showcase its contributions beyond just local contexts.

Acknowledgment of Contributions

• The speaker acknowledges past efforts since 2009 when PIBID began with limited resources but has grown into an essential part of teacher training discussions.

The Impact and Challenges of PIBID

Overview of PIBID's Initial Success

• The speaker reflects on the early advantages of PIBID, highlighting significant funding that allowed for effective management of over R$1 million in public resources.

• PIBID participants had opportunities to engage in international events, showcasing their work in countries like Thailand, Korea, Portugal, and Costa Rica.

• The speaker emphasizes the importance of international exposure for students and mentions personal academic experiences related to inclusive education.

Personal Journey and Advocacy for Inclusion

• The speaker shares a personal connection to inclusion through their child with autism, which fueled their advocacy within educational frameworks.

• There is a call for PIBID to become a permanent state policy amidst ongoing budget cuts regardless of political changes.

Importance of Curriculum Reform

• A strong emphasis is placed on reforming initial teacher training programs to include comprehensive discussions on inclusion and diversity.

• The speaker critiques current curriculum offerings as insufficiently addressing critical topics such as special education, ethnic-racial relations, and gender issues.

Historical Context and Personal Experience

• The speaker questions how they became a reference point for inclusion despite lacking formal training in special education during their own studies in the late 1980s.

• They recount their journey into understanding special education after becoming a parent to an autistic child.

Ongoing Challenges in Teacher Education

• The speaker discusses efforts made while working at the university level to integrate inclusion into various teacher training courses but notes resistance from faculty members.

• They highlight research findings indicating that many teacher training programs do not adequately address inclusion or diversity issues.

Collective Responsibility for Change

• A call is made for collective action among educators present at the event to advocate for necessary changes within educational policies and curricula.

• The speaker stresses that responsibility lies with all stakeholders involved in education rather than solely with government entities.

Understanding Autism and Inclusive Education

The Nature of Autism

• Autism is not visibly apparent, as discussed by Professor Fernanda in a previous session. The importance of recognizing this aspect is emphasized.

Challenges in Inclusive Education

• There is a prevalent fear among educators when faced with students with disabilities, often leading to avoidance rather than engagement.

• Cultural misconceptions persist, where individuals with disabilities are wrongly perceived as having spiritual issues or being possessed.

Advocacy for Inclusion

• The speaker reflects on their long-standing commitment to inclusive education since taking on the role of institutional coordinator in 2009.

• Personal experiences with ADHD fuel the speaker's passion for advocating inclusion, highlighting that their fight is not about seeking attention but about making a difference.

Achievements and Recognition

• The PIBID program has achieved significant recognition, ranking highly within Brazil and supporting over 2,000 scholarship holders.

Curriculum Gaps in Teacher Training

• A call to action for university students to demand more comprehensive training on inclusion and ethnic-racial relations within their curricula.

• Research indicates that only three out of sixteen teacher training programs included any coursework related to special education.

Need for Change in Educational Focus

• Current educational curricula prioritize subjects like literacy and mathematics over essential topics such as inclusive education.

Overcoming Barriers to Inclusion

• Many educators use lack of preparation as an excuse for not engaging with inclusion; however, the speaker argues that willingness and effort are crucial components of effective teaching practices.

Historical Context of Inclusion Efforts

• Past attempts to introduce special education courses have faced resistance from academic institutions due to differing priorities.

Future Aspirations for Inclusive Education

• Despite setbacks in establishing special education programs at universities, there remains hope for future advancements through initiatives like PROPEI (Professional Master's Program in Inclusive Education).

Continuous Learning and Development

• Emphasizes the need for ongoing professional development among educators regarding special education and ethnic-racial relations.

Education Inclusion Initiatives in Montes Claros

Overview of the Subproject

• The speaker discusses a subproject focused on inclusive education implemented in three public schools in Montes Claros, specifically Escola Estadual Dona Quita Pereira and Escola Municipal Dona Vidinha Pires.

• Highlights the importance of women’s policies within the government, noting that a supervisor's maternity leave was managed effectively, showcasing progress in women's rights.

Importance of Affirmative Actions

• Emphasizes that many affirmative actions stem from previous administrations (Dilma and Lula), stressing the need to continue these initiatives for educational inclusion.

• Discusses how students are encouraged to study historical documents related to inclusion, indicating a structured approach to understanding educational policies.

Curriculum and Planning Challenges

• Points out that municipal education authorities must plan inclusively; mentions hidden curricula regarding inclusion within Political-Pedagogical Projects (PPC).

• Shares experiences working with PPC discussions, emphasizing the necessity for all PPCs to include special education provisions.

Advocacy for Educational Change

• The speaker reflects on their contributions to PPC documentation at Vidinha Pires school, highlighting over 20 pages dedicated to inclusive practices.

• Urges educators to advocate passionately for their causes within educational settings, suggesting assertiveness is necessary for effecting change.

Experiences from Educators

• Introduces fellow educators who will share insights about their experiences with inclusive education at Vidinha Pires school.

• Acknowledges a message reflecting on making a difference despite challenges faced by educators when advocating for inclusive practices.

Personal Reflections on Education Specialization

• One educator shares her background and lack of formal training in special education during her studies but emphasizes her commitment to addressing diverse learning needs.

• Discusses the varied learning styles among students and stresses that effective teaching requires recognizing these differences regardless of classroom composition.

Understanding the Role of Resource Rooms in Inclusive Education

Overview of Resource Room Functionality

• The speaker has been working in a resource room at Futin Pipes since 2006, focusing on students with special needs.

• The resource room provides specialized educational support as part of Brazil's national policy for inclusive education, emphasizing that this service is complementary and should not occur during regular class hours.

• Academic interns from PIBID observe interventions in both the resource room and regular classrooms to understand different teaching methodologies for students with disabilities.

• Interventions in the resource room focus on cognitive stimulation and pedagogical strategies tailored to individual student needs, rather than merely reinforcing regular classroom content.

• Concerns about student performance on standardized tests (SAEB) led to a collaborative project aimed at improving reading and text interpretation skills among struggling students.

Impact of PIBID Internships

• Teachers express appreciation for the support provided by PIBID interns, indicating their positive impact on student learning outcomes.

• There is a demand for more PIBID interns due to their noticeable contributions to classroom dynamics and student engagement.

• The speaker reflects on her own educational journey, noting that current interns benefit from experiences she lacked when entering the teaching profession.

• The integration of special education perspectives into teacher training is seen as crucial for future educators' effectiveness in inclusive settings.

• Gratitude is expressed towards PIBID for its significant role in enhancing both student experiences and teacher support within the school environment.

Personal Reflections on Inclusion

• Maria Inês shares her personal story of overcoming childhood polio, highlighting her emotional connection to discussions about inclusion and accessibility in education.

• She emphasizes the importance of programs like PIBID that foster partnerships between experienced educators and new teachers, enhancing collaborative efforts toward inclusivity.

Inclusion in Education: Overcoming Challenges

Experiences of Educators and Students

• Educators often encounter students who are initially hesitant about their ability to handle inclusion, reflecting a common misconception that it is overly difficult. A student expressed surprise at the realities of inclusion, realizing it was not as challenging as anticipated.

• A program was initiated in response to observations of students labeling peers with disabilities. This led to workshops where various professionals shared experiences, emphasizing that individuals with disabilities are capable and should be recognized as such.

• The impact of these workshops was significant; students began to change their perceptions about disabilities after hearing firsthand accounts from those living with them.

• Mariana, a participant in the program, exemplifies the journey many educators face—questioning their capabilities but ultimately proving themselves through hands-on experience in classrooms.

• The integration of theory and practice within this educational program has been highlighted as one of its most beautiful aspects, showcasing real-life applications alongside academic concepts.

Personal Testimonies and Insights

• An educator shared a powerful story about a mother whose son was told he would never learn to read due to his age. Through support and intervention, the boy learned to read, demonstrating the potential for success against expert predictions.

• The speaker reassured others involved in similar programs that they are not alone in their struggles; persistence is key in advocating for individuals with disabilities.

• The message conveyed is one of empowerment—individuals with disabilities can achieve great things when given proper support and encouragement from educators and peers alike.

Student Perspectives on Inclusion

• Mariana introduced herself as an education student diagnosed with autism. She expressed her initial anxiety about working within inclusive settings but aimed to expand her knowledge through practical involvement.

• Her experience highlights the importance of understanding how educational theories translate into practice within schools, particularly regarding inclusivity for children with various needs.

• Mariana's reflections reveal personal challenges faced by individuals on the autism spectrum, including sensory sensitivities that affect concentration and comfort levels in traditional classroom environments.

This structured overview captures key discussions around inclusion in education based on personal experiences from both educators and students involved in transformative programs.

Tolerância à Frustração e Desenvolvimento Pessoal

Experiência na Sala de Acompanhamento Educacional (AE)

• A oradora expressa gratidão à professora Inês e à coordenadora Silvana por seu acolhimento e paciência, destacando a importância do suporte emocional em ambientes educacionais.

• Ela menciona que a interação com alunos em dificuldades permite uma contribuição significativa para o desenvolvimento escolar e humano, refletindo sobre como essa experiência é única para quem vive essas realidades.

• A oradora revela seu desejo de trabalhar com educação especial, enfatizando a identificação com as dificuldades dos alunos, o que enriquece sua prática pedagógica.

• Discute a necessidade de estratégias diferenciadas no atendimento aos alunos, ressaltando que a teoria muitas vezes não se traduz diretamente na prática.

• Compartilha experiências em salas regulares, onde pôde observar suas próprias dificuldades sociais refletidas nas interações das crianças.

Reflexões sobre Identidade e Inclusão

• A oradora fala sobre suas próprias lutas com interação social e como isso se conecta às experiências dos alunos que atende, criando um vínculo emocional significativo.

• Ela menciona mudanças na percepção sobre autismo ao longo do tempo, reconhecendo que antes havia menos compreensão sobre essas condições.

• Destaca a oportunidade de aplicar conhecimentos teóricos adquiridos na faculdade em situações práticas dentro da sala de recursos.

• Fala sobre o trabalho com alfabetização e questões sensoriais presentes nas crianças atendidas, sublinhando a importância dessas abordagens para sua formação profissional e pessoal.

• Enfatiza que suas limitações não definem sua identidade ou capacidade profissional, afirmando que pode alcançar os mesmos objetivos que qualquer outra pessoa sem autismo.

Impacto do PIBID na Formação Docente

• A oradora conclui agradecendo ao programa PIBID por abrir novas oportunidades e caminhos em sua carreira educacional.

Reflexão Prática no Ensino

Importância da Reflexão na Prática Docente

• Helen Gonçalves introduz-se como supervisora acadêmica no projeto Pedagogia e Alfabetização, destacando a relevância da reflexão prática no ensino segundo Paulo Freire.

• Ela argumenta que o PIBID oferece uma experiência formativa única comparada ao estágio regular tradicional, promovendo um aprendizado mais profundo através da prática reflexiva.

• Helen ressalta que essa reflexão é essencial para validar as experiências docentes e conectar teoria à realidade vivida pelos estudantes.

• Comenta sobre as limitações dos estágios tradicionais onde os acadêmicos têm pouco tempo para observação efetiva das dinâmicas escolares reais.

• Conclui enfatizando a necessidade de expandir programas como o PIBID para enriquecer ainda mais a formação docente através de experiências práticas significativas.

Reflections on Inclusive Education and Literacy Intervention

The Role of PID in Educational Reflection

• The PID (Practical Intervention Design) encourages students to engage with their difficulties, reflect on applied practices, and reapply learning in different contexts.

• Emphasizes the inseparability of literacy education from practical inclusion strategies within schools.

Analyzing Student Needs

• Conducted a comprehensive reading analysis of all students to identify those with educational needs, including existing diagnoses.

• Noted that not all diagnosed students receive support due to lack of resources; some struggle without adequate assistance.

Successful Intervention Project

• Developed an intervention project targeting students facing literacy challenges, organized by difficulty levels across the week.

• Shared a poignant case study about a fourth-grade student lacking basic alphabet knowledge who had lost hope in learning.

Overcoming Challenges and Building Confidence

• Collaborated closely with the student despite family resistance to seeking medical diagnosis; identified traits indicative of dyslexia through observation.

• Celebrated the student's progress from knowing no letters to being able to read small texts, highlighting emotional significance for both teacher and student.

Importance of Inclusion and Teacher Training

• Stressed that effective inclusion does not solely rely on resources but also on educators' willingness to adapt and support diverse learners.

• Advocated for more resource rooms in schools while recognizing the significant impact made through dedicated teaching efforts.

The State of Inclusive Education

• Acknowledged that inclusive education is still developing in Brazil; societal acceptance remains limited despite ongoing discussions about its necessity.

• Urged educators to champion diversity and inclusion actively within educational spaces, emphasizing long-term societal benefits.

Shifting Focus from Diagnoses to Holistic Education

• Encouraged teachers to move away from focusing solely on student diagnoses towards fostering human development and holistic education outcomes.

• Called for a shift in priorities away from institutional evaluations towards nurturing children's potential for future societal contributions.

Learning Process and Human Development

The Role of Education in Personal Development

• The speaker emphasizes that the learning process must be student-centered, opposing institutional evaluations focused solely on results. The goal should be to form well-rounded individuals.

• There is a significant concern about students lacking basic literacy skills, with examples of fourth-year students who are not yet literate due to an overemphasis on standardized testing metrics like IDEB.

• Education should prepare students for life by fostering critical citizenship and self-esteem, rather than just focusing on academic achievements or job placements.

Importance of Self-Esteem in Learning

• Students need encouragement to build their self-esteem, particularly those from marginalized backgrounds. This includes individuals with disabilities and those facing discrimination based on race or sexual orientation.

• The speaker highlights the importance of recognizing multiple intelligences; every student has the potential to learn and succeed despite challenges they may face.

Pedagogy of Success

• A successful educational approach involves prioritizing student self-esteem before identifying their strengths and competencies. Teachers have a responsibility to understand each student's unique potential.

• Educators should tailor their teaching strategies based on individual student strengths—whether in mathematics, reading, or oral communication—to foster effective learning interventions.

Call for Inclusion in Education

• The speaker urges engagement in the cause of inclusion within education, stressing that it is not merely a topic but a fundamental issue that requires collective action.

• Acknowledgment is given to various educators participating in discussions about integrating university training with basic education, emphasizing collaboration between higher education institutions and schools.

Experiences from Educational Initiatives

• Reflections on powerful narratives shared during discussions highlight the necessity for specialized training aimed at supporting students with disabilities.

• There is recognition of how many students feel disheartened regarding their capabilities; listening and understanding these experiences are crucial for fostering inclusion.

Impactful Stories from Schools

• Personal anecdotes illustrate the transformative impact of educational initiatives like PIBID (Institutional Program for Teaching Initiation Scholarship), showcasing positive changes within public schools through dedicated efforts by teachers and students alike.

• A teacher shares her emotional connection to her work within schools where all students are autistic, highlighting both challenges faced and successes achieved through inclusive practices.

The Impact of PIBID on Inclusion in Education

Enhancing Student Engagement and Inclusion

• The speaker shares their experience with two students, highlighting how PIBID facilitates physical education for those who often feel excluded, like students who struggle to understand games.

• A personal story is shared about a student named Miguel, who has transformed from being non-verbal to engaging and smiling during physical activities due to the support provided by PIBID.

• Emphasis is placed on the sensitive approach that PIBID takes towards children with autism, showcasing the importance of creating an inclusive environment where every child can express themselves.

Community and Support within PIBID

• The speaker acknowledges the contributions of fellow educators in making a difference in students' lives through their dedication and passion for teaching.

• There is a strong sense of gratitude expressed towards those involved in PIBID for their commitment to blending theory with practical application in educational settings.

Challenges and Changes in Educational Policies

• Professor Arlete Durães introduces herself and discusses her initial unfamiliarity with PIBID but expresses excitement after attending a related lecture.

• She highlights a new decree (12.686), which states that children do not need formal diagnoses (laudos) to receive support in resource rooms, indicating a shift towards more inclusive practices.

Addressing Resource Limitations

• Arlete shares her challenges regarding insufficient resources at her school, noting that many students were left without necessary educational support due to administrative issues.

• She recounts difficulties faced when trying to provide assistance to students lacking formal documentation despite having prior reports recommending such support.

Perspectives on New Educational Decrees

• While some criticize the recent educational decree, Arlete expresses appreciation for its potential benefits, particularly regarding teacher qualifications for supporting special needs students.

• Discussion continues around the implications of these changes on educational practices and how they may affect both teachers and students moving forward.

Innovative Projects within Schools

• Another educator mentions collaborative projects developed under PIBID aimed at enhancing literacy among students through creative methods like letter writing.

• This initiative demonstrates positive outcomes as it engages children with diverse learning needs, including those on the autism spectrum.

Project Overview and Impact

Introduction to the Project

• The project involved children exchanging letters with peers from other schools, culminating in a significant meeting where they could connect personally.

• A video showcasing the project's highlights was intended to be shared, emphasizing its beauty and impact on participants, including autistic children.

Importance of Inclusion

• The speaker identifies as a person with disabilities, reinforcing the importance of diverse perspectives in discussions about inclusion.

• Contributions from various speakers highlighted the need for an attentive approach towards others and emphasized humanizing actions in educational settings.

Educational Methodologies

• The PIBID program aims to bridge pedagogical actions with students' learning processes, catering to both typical and atypical learners.

• Innovative methodologies proposed by academics are designed to enhance learning experiences for all students, focusing on their developmental needs.

Reflections on Inclusion Efforts

Closing Thoughts on Inclusion

• The speaker expresses that inclusion is a collective cause that requires ongoing commitment from everyone involved in education.

• Research conducted within the geography course aimed at improving gender inclusion has faced institutional barriers but continues to push for necessary changes.

Gratitude and Future Engagement

• Appreciation is extended towards attendees for their participation in the event, highlighting its success and emotional resonance.

• The speaker feels blessed by the rich experiences shared during the session, fostering hope for future educational endeavors.

Upcoming Events and Continued Learning

Invitation to Further Discussions

• Attendees are encouraged to participate in upcoming sessions focused on practical applications of teaching assistants (TAs), despite last-minute changes due to unforeseen circumstances affecting a scheduled speaker.

Focused Topics Ahead

• Tomorrow's agenda includes discussions on Universal Design for Learning (UDL), featuring an international expert who will share valuable insights into inclusive strategies.

• An important forum addressing racial literacy will also take place tomorrow afternoon, inviting all participants to engage actively.

Introduction to the Event

Overview of the Conference

• The event features Professor Simone Caperine from Unesp, who has published over 60 books on autism (TEA) and will discuss inclusive practices for individuals with autism in educational settings.

• Acknowledgment of the hard work that went into organizing the conference, including challenges faced by the team, such as disagreements and emotional moments.

Student Experiences with Projects

Insights from Participants

• Students share their positive experiences with a project called "Caldas," highlighting its impact on learning and social connections. One student mentions they learned to write and make new friends.

• Various students are asked about their favorite aspects of the project, indicating engagement through questions about what they learned and enjoyed most.

Learning Outcomes from Letter Writing Project

Reflections on Learning

• A student named Ana Carlos expresses enjoyment in writing letters as part of a project, emphasizing skills gained in reading and writing.

• Another participant shares their name and school while discussing how they appreciated meeting new classmates through letter exchanges. This reflects a broader theme of connection fostered by collaborative projects.

Fun Elements of Participation

Enjoyment in Activities

• Maria Cecília describes her excitement about receiving her first letter during the project, showcasing how personal interactions enhance learning experiences.

• Students reflect on fun activities associated with writing letters, indicating that these elements contributed significantly to their overall enjoyment of the project.

Upcoming Sessions at the Conference

Important Announcements

• An announcement is made regarding an important lecture on ageism and cognitive disabilities scheduled for later in the day, inviting all attendees to participate actively. This highlights ongoing discussions around inclusion beyond just autism education.

• Details are provided about another session led by Professor Simone Capeline focusing on early identification of learning disorders among students, emphasizing proactive approaches in education systems.