Students from the Distance Learning Pedagogy, Semi-Presential Pedagogy, and Physical Education Licentiate programs at UNIALFA participated in a technical visit on May 13th to the Florescer Educational Assistance Center, a reference unit of the state public network focused on inclusive education and specialized educational services.
Located in the Pedro Ludovico sector of Goiânia, the center recently underwent a revitalization process, with an investment exceeding R$10 million, and currently operates in the former facilities of the Pestalozzi Institute.
Immersion in inclusion and accessibility practices
The purpose of the visit was to bring academics closer to the real-world practices developed in the context of inclusive education, allowing direct contact with methodologies, physical structure, educational management, and multidisciplinary services provided by the institution.
During the activity, the students were able to understand how the specialized services offered by the center work and learn about pedagogical strategies aimed at serving students with disabilities, disorders, and high abilities.
State reference structure
The Florescer Educational Service Center has the capacity to provide up to 2,500 services per month in a structure with 98 rooms distributed across an area of approximately 6,000 square meters.
The unit's activities are organized into specialized areas, including:
- Services for gifted and talented children;
- Hospital and home-based educational support;
- Educational support for visual impairment;
- Training and specialized care for the deaf.
The space also houses the Florescer State School, which focuses on serving students with intellectual disabilities and autism spectrum disorder.
Practical training and exposure to professional reality.
This initiative reinforces UNIALFA's commitment to formative experiences that connect theory and practice, providing students with experiences aligned with the contemporary challenges of inclusive education and humanized pedagogical practice.
The activity also contributed to broadening the academics' understanding of accessibility, inclusion, and specialized educational services in the context of public education.
