School learning of students with intellectual disabilities in Youth and Adult Education (EJA): discussions and implications

Detalhes bibliográficos
Autor(a) principal: Bueno, Olga Mara
Data de Publicação: 2023
Outros Autores: Oliveira, Rita de Cássia da Silva
Tipo de documento: Artigo
Idioma: por
Título da fonte: Práxis Educativa (Online)
Texto Completo: https://revistas.uepg.br/index.php/praxiseducativa/article/view/21616
Resumo: This article aims to discuss the school learning of students with intellectual disabilities, in the final grades of Elementary School and Education for Young and Adults in High School (known in Brazil by the acronym EJA). The study is based on Lev Semionovitch Vygotsky (1997, 2007, 2011, 2021), Leite (2020), Nascimento (2017) and Trentin (2018). The research, of qualitative approach, was developed through a case study, with the participation of three students with intellectual disabilities and ten teachers from a State Center of Basic Education for Young and Adults, in the State of Paraná. The data obtained through semi-structured interviews (students) and an open questionnaire (teachers) were analyzed using the Content Analysis. The following results are highlighted: a) the search for school learning in EJA is motivated by work and social participation; b) for students and teachers, mediation by the other and the Specialized Educational Service (SES) contribute to school learning; c) SES and teacher training for EJA need to be rethought. Keywords: Youth and Adult Education. Intellectual disability. Inclusive education.
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spelling School learning of students with intellectual disabilities in Youth and Adult Education (EJA): discussions and implicationsAprendizaje escolar de estudiantes con discapacidad intelectual en la Educación de Jóvenes y Adultos (EJA): discusiones e implicacionesAprendizagem escolar de estudantes com deficiência intelectual na Educação de Jovens e Adultos (EJA): discussões e implicaçõesThis article aims to discuss the school learning of students with intellectual disabilities, in the final grades of Elementary School and Education for Young and Adults in High School (known in Brazil by the acronym EJA). The study is based on Lev Semionovitch Vygotsky (1997, 2007, 2011, 2021), Leite (2020), Nascimento (2017) and Trentin (2018). The research, of qualitative approach, was developed through a case study, with the participation of three students with intellectual disabilities and ten teachers from a State Center of Basic Education for Young and Adults, in the State of Paraná. The data obtained through semi-structured interviews (students) and an open questionnaire (teachers) were analyzed using the Content Analysis. The following results are highlighted: a) the search for school learning in EJA is motivated by work and social participation; b) for students and teachers, mediation by the other and the Specialized Educational Service (SES) contribute to school learning; c) SES and teacher training for EJA need to be rethought. Keywords: Youth and Adult Education. Intellectual disability. Inclusive education.Este artículo tiene como objetivo discutir el aprendizaje escolar de estudiantes con discapacidad intelectual, en los últimos años de la Educación Primaria y Educación Secundaria de la Educación de Jóvenes y Adultos (EJA). Se fundamenta en Lev Semionovitch Vigotski (1997, 2007, 2011, 2021), Leite (2020), Nascimento (2017) y Trentin (2018). La investigación, de enfoque cualitativo, se desarrolló, por medio de estudio de caso, con la participación de tres estudiantes con deficiencia intelectual y diez profesores de un Centro Estatal de Educación Básica para Jóvenes y Adultos, en el Estado de Paraná, Brasil. Los datos obtenidos, mediante entrevista semiestructurada (estudiantes) y cuestionario abierto (profesores), fueron analizados por el Análisis de Contenido. Se destacaron los siguientes resultados: a) la búsqueda del aprendizaje escolar en la EJA está motivada por el trabajo y la participación social; b) para los estudiantes y profesores, la mediación por el otro y la Atención Educativa Especializada (AEE) contribuyen al aprendizaje escolar; c) la AEE y la formación docente para la EJA necesitan ser replanteados. Palabras clave: Educación de Jóvenes y Adultos. Discapacidad intelectual. Inclusión educativa.Este artigo tem por objetivo discutir a aprendizagem escolar de estudantes com deficiência intelectual, nos anos finais do Ensino Fundamental e Ensino Médio da Educação de Jovens e Adultos (EJA). Fundamenta-se em Lev Semionovitch Vigotski (1997, 2007, 2011, 2021), Leite (2020), Nascimento (2017) e Trentin (2018). A pesquisa, de abordagem qualitativa, desenvolveu-se por meio de estudo de caso, com a participação de três estudantes com deficiência intelectual e dez professores de um Centro Estadual de Educação Básica para Jovens e Adultos, no Estado do Paraná. Os dados obtidos, mediante entrevista semiestruturada (estudantes) e questionário aberto (professores), foram analisados pela Análise de Conteúdo. Destacam-se os seguintes resultados: a) a busca da aprendizagem escolar na EJA é motivada pelo trabalho e participação social; b) para os estudantes e professores, a mediação pelo outro e o Atendimento Educacional Especializado (AEE) contribuem para a aprendizagem escolar; c) o AEE e a formação docente para a EJA precisam ser repensados. Palavras-chave: Educação de Jovens e Adultos. Deficiência intelectual. Inclusão educacional.Universidade Estadual de Ponta Grossa2023-07-07info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/2161610.5212/PraxEduc.v.18.21616.063Práxis Educativa; Vol. 18 (2023): Publicação contínua; 1-18Práxis Educativa; Vol. 18 (2023): Publicação contínua; 1-18Práxis Educativa; V. 18 (2023): Publicação contínua; 1-18Práxis Educativa; v. 18 (2023): Publicação contínua; 1-181809-43091809-4031reponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/21616/209209217762https://revistas.uepg.br/index.php/praxiseducativa/article/view/21616/209209217894Copyright (c) 2023 Práxis Educativahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessBueno, Olga MaraOliveira, Rita de Cássia da Silva2023-08-21T19:38:07Zoai:uepg.br:article/21616Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2023-08-21T19:38:07Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.none.fl_str_mv School learning of students with intellectual disabilities in Youth and Adult Education (EJA): discussions and implications
Aprendizaje escolar de estudiantes con discapacidad intelectual en la Educación de Jóvenes y Adultos (EJA): discusiones e implicaciones
Aprendizagem escolar de estudantes com deficiência intelectual na Educação de Jovens e Adultos (EJA): discussões e implicações
title School learning of students with intellectual disabilities in Youth and Adult Education (EJA): discussions and implications
spellingShingle School learning of students with intellectual disabilities in Youth and Adult Education (EJA): discussions and implications
Bueno, Olga Mara
title_short School learning of students with intellectual disabilities in Youth and Adult Education (EJA): discussions and implications
title_full School learning of students with intellectual disabilities in Youth and Adult Education (EJA): discussions and implications
title_fullStr School learning of students with intellectual disabilities in Youth and Adult Education (EJA): discussions and implications
title_full_unstemmed School learning of students with intellectual disabilities in Youth and Adult Education (EJA): discussions and implications
title_sort School learning of students with intellectual disabilities in Youth and Adult Education (EJA): discussions and implications
author Bueno, Olga Mara
author_facet Bueno, Olga Mara
Oliveira, Rita de Cássia da Silva
author_role author
author2 Oliveira, Rita de Cássia da Silva
author2_role author
dc.contributor.author.fl_str_mv Bueno, Olga Mara
Oliveira, Rita de Cássia da Silva
description This article aims to discuss the school learning of students with intellectual disabilities, in the final grades of Elementary School and Education for Young and Adults in High School (known in Brazil by the acronym EJA). The study is based on Lev Semionovitch Vygotsky (1997, 2007, 2011, 2021), Leite (2020), Nascimento (2017) and Trentin (2018). The research, of qualitative approach, was developed through a case study, with the participation of three students with intellectual disabilities and ten teachers from a State Center of Basic Education for Young and Adults, in the State of Paraná. The data obtained through semi-structured interviews (students) and an open questionnaire (teachers) were analyzed using the Content Analysis. The following results are highlighted: a) the search for school learning in EJA is motivated by work and social participation; b) for students and teachers, mediation by the other and the Specialized Educational Service (SES) contribute to school learning; c) SES and teacher training for EJA need to be rethought. Keywords: Youth and Adult Education. Intellectual disability. Inclusive education.
publishDate 2023
dc.date.none.fl_str_mv 2023-07-07
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dc.identifier.uri.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/21616
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url https://revistas.uepg.br/index.php/praxiseducativa/article/view/21616
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dc.language.iso.fl_str_mv por
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dc.relation.none.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/21616/209209217762
https://revistas.uepg.br/index.php/praxiseducativa/article/view/21616/209209217894
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rights_invalid_str_mv Copyright (c) 2023 Práxis Educativa
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dc.publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
dc.source.none.fl_str_mv Práxis Educativa; Vol. 18 (2023): Publicação contínua; 1-18
Práxis Educativa; Vol. 18 (2023): Publicação contínua; 1-18
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