THE PROFESSIONAL DEVELOPMENT OF THE INTERN TOGETHER WITH A SUPERVISOR TEACHER WITH CEREBRAL PALSY IN PHYSICS TEACHING: A RICH EXPERIENCE IN FEDERAL PROFESSIONAL EDUCATION

This study analyzes the professional development of Physics interns in collaboration with a supervising teacher with cerebral palsy, within the context of the Federal Institute of Rio de Janeiro (IFRJ), Niterói campus. The research critically reflects on the internship experience, aiming to promote reflection on teacher training and educational inclusion. The interaction between interns and the teacher with a disability provided a unique learning opportunity, challenging future teachers to adapt their pedagogical practices and develop a deeper understanding of the diversity present in contemporary classrooms. The methodology was qualitative through interviews with interns, with quantitative assistance from the IRAMUTEQ software for Bardin discourse analysis. The interviews aimed to conduct a critical reflective analysis on the theme and seek direct interaction between the theme and the interviewees. The results revealed a significant impact on the development of the interns, who experienced an enriching and inclusive teaching practice. The internship experience exceeded traditional expectations, allowing interns to actively and meaningfully participate in the proposed activities. The presence of the supervising teacher with cerebral palsy was fundamental in broadening the interns' perspectives on professional teaching identity and in strengthening their preparation to work in diverse educational environments. Thus, the study highlights the importance of inclusion and diversity in Physics teaching, demonstrating how the internship experience can contribute to the training of more capable and sensitive teachers to the needs of students with disabilities.