O processo de escolarização do deficiente intelectual da educação básica e os desafios da prática docente : um debate relevante ao ensino superior.

• Autor(a) principal: Leonel, Waléria Henrique dos Santos
• Data de Publicação: 2014
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Estadual de Maringá (RI-UEM)
• Texto Completo: http://repositorio.uem.br:8080/jspui/handle/1/3066
• topic: Psicologia aplicada à educação especial; Educação especial; Incapacidade intelectual; Deficiente intelectual; Humanização; Educação básica; Acessibilidade; Ensino superior; Brasil.; Intellectual disabilities; Intellectual accessibility; Basic Education; Higher education; Humanization; Brazil.; Ciências Humanas; Psicologia

This study aimed at understanding how the process of schooling by intellectually disabled people has been developed in elementary schools, particularly in special education. It identifies whether this process fosters their psychic development by providing opportunities for their advancement from early elementary school up to higher education. This was based on the Cultural-Historical Psychology perspective, which has Vygotsky, Luria and Leontiev as its main representatives. The method is Karl Marx's dialectical and historical materialism, that focuses on the recognition of the phenomenon studied within a historical and cultural context, and also, seeks to identify the existing contradictions. It is a bibliographical and empirical research. At first, in the bibliographical study we reviewed the history of disabilities and special education in order to understand disabled people's educability, especially intellectually disabled ones. After that, we analyzed special education public policies reflecting upon schooling in special education and public policies in school in the State of Paraná. Moreover, we discussed the special education national policy in inclusive education, and higher education public policies in an effort to understand how special education has been structured and legally constituted, thereby ensuring the rights of students with disabilities. We carried out a study of Vygotskian theory's main assumptions to understand human beings in their social historical dimensions so as to understand the process of a child's psychic development, mainly a disabled one. The empirical study was conducted in two elementary schools in the special education domain of intellectually disabled children (APAE - Associação de Pais e Amigos dos Excepcionais) in the State of Paraná. Eight early elementary school teachers, four each school, took part in the study. Data collection was carried out through semi-structured interview technique, based on a script containing ten questions. These were analyzed by a participants' speech selection. Also, the elementary school curriculum document was examined in order to understand how scientific knowledge has been delivered to the participating schools. The results allowed us to understand that research participants have a clear understanding of the theoretical principles that guide their practice. Our study showed that the top-level, post-graduate courses and seem to offer sufficient subsidies to the theoretical and methodological training needed to schooling intellectual disabled student, the emerging need for further research on the topic .With regard to learning and student development , identify what they consider the slow , justifying this fact by limiting the student. The results also reveal that teacher mediation is not seen by participants as crucial for learning and development of students . Regarding teaching methodologies , it became clear that they believe that learning can only occur through various learning resources , prioritizing the concrete and forming part of the work of the student. Regarding the curriculum, we observed that the guiding document of the schools in question presents an appropriate curriculum that includes the scientific knowledge of the student , but in practice the content is adapted and prioritized are those considered more easily understood by students . From the results it is noted that the schools surveyed are still under construction and they need to review their practices as well as their understanding of the role of mediator in the teaching- learning process.