Retrato da alfabetização de alunos com síndrome de Down e deficiência intelectual: análise bibliográfica (2010-2020)

• Autor(a) principal: Sousa, Livia Soares
• Data de Publicação: 2023
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFSCAR
• Texto Completo: https://repositorio.ufscar.br/handle/ufscar/18372
• topic: Deficiência intelectual; Intellectual disability; Síndrome de Down; Alfabetização; Educação Especial; Down's Syndrome; Literacy; Special Education; CIENCIAS HUMANAS::EDUCACAO

This study presents as an object of investigation the literacy of students with Down syndrome and intellectual disabilities. The objective is to characterize and analyze aspects of the production of knowledge about the literacy process of students with Down syndrome and intellectual disabilities who attend regular school, in order to understand the strategies and teaching resources used in pedagogical practice, the trends on literacy and the main challenges raised in the studies researched. This is a bibliographic research whose data sources were the CAPES Theses and Dissertations Catalog and the Brazilian Digital Library of Theses and Dissertations (BDTD). The selected period was from 2010 to 2020 and the descriptors used were literacy; special education; Down syndrome; intellectual disability; literacy. From the balance performed, it is observed the expansion of research on this theme in recent years, with the adoption of a critical theoretical and methodological foundation. Most of the works had as field of research the school, focusing on the initial years of elementary school, with the issue of pedagogical practices standing out in the analyses. The main challenge is the predominance of specific proposals based on repetition and that are decontextualized and individual, with minimal pedagogical objectives. The educational strategies proposed by the research as enhancing literacy are those that consider context, meaning, and significance in the work with reading and writing, emphasizing the use of literature. Based on this, we believe that the educational specificities need to be considered in pedagogical practice in order to think of strategies that serve the school community in its diversity and learning potential. We conclude that there is a significant advance in the production of knowledge in the area, and that, prospectively, this may resonate in teacher training and pedagogical practice in order to favor literacy processes with emphasis on human development.