Práticas pedagógicas e o viés do currículo funcional natural: possibilidades educativas para jovens e adultos com deficiência intelectual em uma escola especial

• Autor(a) principal: Souza, Amanda Cristina de Freitas
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/16362
• topic: Natural functional curriculum; Intellectual disability; Currículo funcional natural; Deficiência intelectual; Práticas pedagógicas; Currículo; Incapacidade intelectual; Professores – Formação; Pedagogical practices; CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM

This thesis addresses pedagogical practices for young people and adults with intellectual disabilities, in the light of the reference of the Natural Functional Curriculum, in a daytime Youth and Adult Education special school. The problematization of the study involved the following question: how do the participating teachers understand pedagogical practices for the EJA student with ID, in the light of the reference of the Natural Functional Curriculum? To this end, the objective of this proposal was to reflect on pedagogical practices for young people and adults with ID in the light of the CFN framework, in a daytime EJA special school. Based on theoretical contributions such as Walter (2001,2017), Cuccovia (2003,2018), Suplino (2005,2009), AAIDD (2011) and Shimazaki and Padilha (2012), the study is characterized as a qualitative research, of participatory action type research. Four teachers participated in classes with young students and adults with intellectual disabilities. For data analysis, data triangulation by thematic category was used. Among the analyzes and results of the study, we highlight that dealing with students, young people and adults with intellectual disabilities in a special school seems, precisely, to require that the possibilities of learning and development be made known to those who have had little revealed in a school time already lived and passed. Although this student audience is not new to a special school, the profile of actions aimed at them still deserves attention and discussion in order to provide teaching and learning that are valid for their insertion and social belonging. The product of this study presents a guide for teachers, with some theoretical contributions, didactics suggestions and work suggestions on pedagogical planning for young people and adults with intellectual disabilities based on the framework of the Functional Natural Curriculum.