The PIBID program is an action to train future teachers through the development of activities together with teachers from Brazilian public schools with people with disabilities included in common classrooms.
The Center for the Promotion of Digital, School and Social Inclusion (CPIDES), of the São Paulo State University (Unesp), has been carrying out teaching, research and extension activities for more than eleven years aimed at the inclusion of Special Education Target Students (EPAEE).
CPIDES researches the development of inclusive practices in different areas, mediated by the use of Digital Information and Communication Technologies (DICT), active learning methodologies and the Constructionist, Contextualized and Meaningful Approach (CCM), defined by Schlünzen (2015).
In order to collaborate for the effectiveness of the current Brazilian educational policies that deal with the right of EPAEE to have access and permanence conditions in educational institutions, the actions are developed by CPIDES in partnership with the Institutional Program for Teaching Initiation Scholarships (Pibid) linked to CAPES, a foundation linked to the Ministry of Education of Brazil. PIBID is a Brazilian program that aims to initiate the teaching of undergraduate students who do internships in public schools, making an articulation between higher education, the school and the education systems.
The Pibid project considers the challenge of presenting practical solutions for inclusive education in different contexts, national and international, contributing to the Sustainable Development Objective, SDG 4. The CPIDES project linked to PIBID is intended to encourage the initial training of teachers at a higher level for basic education, providing them with opportunities to create and participate in methodological, technological and practical experiences from the perspective of Inclusive Education, as advocated by the National Policy on Special Education from the perspective of Inclusive Education (BRASIL, 2008). Currently, we have undergraduate students working remotely with teachers from Brazilian public schools in activities with their students who make up an inclusive class, with people with disabilities included.
The role of graduates is to assist teachers in the development of inclusive activities through DICT in a remote context and with included students. So far, there are important results of inclusion in activities that are being carried out remotely.