REPORT OF EXPERIENCE IN A SUPERVISED INTERNSHIP IN SCHOOL PSYCHOLOGY WITH INCLUSION STUDENTS IN REGULAR HIGH SCHOOL/TECHNICAL EDUCATION OF THE STATE EDUCATION NETWORK OF CURITIBA - PARANÁ

Abstract

The work in question is a narrative about the experience during the supervised observation internship in school psychology with inclusion students in the Psychology course. This experience took place in 2024, in a public state school located in Curitiba, Paraná. During this period, the routine of classes carried out by students with support from TEA level I and II and TOD, students in the first year of technical high school in administration and logistics, was observed, with the aim of highlighting the importance of developing values, social relations and responsibility in the teaching-learning process with these neurodivergences. The central focus of the work was to encourage students' integration in relation to their own education, highlighting their relevance to the academic experience. The theoretical foundation was based on concepts related to the work of the school psychologist (FREIRE, 1997; HERCULANO,2016; VIANA 2006,2016) establishing a connection with the Historical-Cultural Theory (VIGOTSKI, 1991,2009) together with (PRESTES, TUNES , 2018; REGO, 1995), about the importance of experiences and interactions with the environment for development, with the necessary adaptations for students with the indicated disorders. The observations made it possible to predict how students played active roles in classroom activities, and what difficulties they faced daily in their routines, resulting from their limitations, in comparison to other students. Through the experiences offered, reflections and reports emerged about behaviors and concepts that have a favorable or unfavorable impact on the cognitive development of these individuals.