Inclusive Pedagogy and Learning Paces in Initial Teacher Education: A Documentary Analysis of a PIBID Subproject

Abstract

Initial teacher education plays a fundamental role in improving educational quality and fostering pedagogical practices committed to diversity. In this context, teaching initiation programs strengthen collaboration between universities and schools while expanding opportunities for the professional development of future teachers. This study analyzed how the principles of inclusive pedagogy and respect for different learning paces are incorporated into the educational proposal of a subproject of the Institutional Teaching Initiation Scholarship Program through qualitative documentary research. The findings indicate that the subproject integrates theoretical foundations, school-based experiences, and pedagogical practices guided by the appreciation of diversity, promoting reflective practice, the planning of pedagogical interventions, and the development of inclusive teaching strategies. It is concluded that the proposal demonstrates coherence between its theoretical foundations, objectives, and educational practices, contributing to the preparation of future teachers committed to inclusive education.