Movências de autorregulação da aprendizagem de licenciados com deficiência física em estágio curricular supervisionado

Abstract

This research investigates the movências (movements/trajectories) and the strategies of self-regulated learning (SRL) developed by undergraduate students with disabilities during the Supervised Curricular Internship (SCI) in the teacher education programs in Pedagogy and Mathematics at the Federal University of Pará (UFPA), Castanhal Campus (CCAST). The study is based on the understanding that teacher education occurs within contexts crossed by institutional, pedagogical, and territorial barriers, which require the continuous mobilization of self-regulatory strategies for academic permanence and development. The research adopted a quantitative-qualitative approach, with an exploratory and descriptive character, articulated with the Explanatory Sequential Design (ESD) and the assumptions of Grounded Theory and IRaMuTeQ. The data were produced through document analysis, including the Pedagogical Projects of the Courses (PPCs) and SCI reports, as well as through the application of an online mixed questionnaire with three undergraduate students with disabilities (Aruanã, Caíque, and Ubirajara).The results indicate that, for undergraduate students with disabilities, self-regulated learning functions as a tool for permanence and resistance. Unlike other students, they anticipate accessibility barriers and adapt materials even before engaging in pedagogical practice. However, the PPCs are still incipient and generic, generating normative invisibility and placing an additional burden on the students. Although the Accessibility Center (NAcess) is a vital link, its support focuses mainly on infrastructure and lacks pedagogical mediation, especially in the schools where the supervised internships take place. When confronting ableism, these students resignify disability as teaching potential, using their own experiences and practices to teach about diversity and inclusion. It is concluded that self-regulated learning constitutes a dynamic and situated process, influenced by personal and institutional movências that shape teacher identity. This highlights the need to strengthen inclusive permanence policies, accessible pedagogical practices, and an Accessibility Center capable of promoting equitable educational trajectories in the Pará Amazon region.