CURRENT PARADIGMS, INNOVATIVE WINDS: EXPLORING NEW APPROACHES IN TEACHER TRAINING THROUGH THE INSTITUTIONAL PROGRAMS PIBID AND PRP, FOCUSING ON THE INCLUSION OF GENDER AND SEXUALITY ISSUES

Abstract

The article highlights the crucial importance of the Pibid and PRP programs in transforming teacher training. These programs provide a practical fusion of theory and practice, strengthening not only academic knowledge but also the construction of a solid and committed teaching identity. Furthermore, the text addresses the implementation of affirmative actions within the programs, highlighting them as effective strategies to mitigate historically rooted inequalities in the educational system. The focus on the inclusion of gender and sexuality issues broadens the understanding of diversity, promoting a richer and more inclusive educational environment. In the methodology, the mixed approach, which combines qualitative and quantitative elements, ensures a holistic understanding of educational practices. The results indicate positive impacts of affirmative actions but also point to persistent challenges in effective implementation, underscoring the ongoing need for awareness and training. The fundamental role of the teacher in promoting inclusion emphasizes the importance of personalized and flexible approaches, encouraging innovative strategies to create truly inclusive educational environments. In terms of contributions to teacher training, the article highlights the importance of continuous awareness, training, and adoption of inclusive practices. It also suggests future research focused on overcoming resistances and gaps in the implementation of affirmative actions, as well as long-term evaluation of the impact of these initiatives on teacher training and the promotion of educational inclusion.