Flexibilizações curriculares e aluno com deficiência intelectual nos anos iniciais do ensino fundamental: um caso de consultoria colaborativa no município de Itatiaia/RJ

• Autor(a) principal: Santos, Caroline Vieira de Campos Gonzalez dos
• Data de Publicação: 2017
• 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/1/7191
• topic: Intellectual disability; School inclusion; Curricular flexibilization; Collaborative consulting; Deficiência intelectual; Inclusão escolar; Flexibilizações curriculares; Consultoria colaborativa; CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM

In the last decades Brazil has made advances in education, based on the achievement of rights on access to basic education for students with special educational needs. However, still a latent demand for studies on the understanding and organization of a curriculum that provides the participation and learning of all people in the school space. In the place that includes the category "deficiency", the development of the student are affected by intellectual disability raising doubts about the organization and structuring of the school curriculum. In this context, this study analyzed and reflected, by a collaborative consulting program, on the aspects that involves the organization and structure of a curriculum proposal from the initial years of Elementary School, considering the inclusion of students with intellectual disability, In a municipal public school of Itatiaia / RJ. The theoretical basis of this study covered the idea of intellectual disability/ curriculum/ curriculum flexibilizations/ school inclusion, based on the historical-cultural conception and the defense of diversity and equity in what concerns the access to the school curriculum. The study was organized in two stages, based on a qualitative exploratory and participatory approach. Collaborative action research and collaborative consulting focused on teacher education were used as a strategy. There were primary participants of stage 1: 4 common core teachers, the Specialized Educational Service - ESA teacher and coordinator of the initial years. In step 2: 3 common core teachers and the ESA teacher. Secondary participants, 3 students with intellectual disabilities. The data analysis was developed from coding categories. It was possible to verify contradictions in the way the school curriculum is foreseen and applied, as well as to perceive the challenges considering the process of inclusion of the student with Intellectual Disability - ID and to envision conceptions, practices that contributed to elucidate the aspects that involve the organization and flexibility of the curriculum and all the possibilities in the process of how learning the students with intellectual disabilities. As a final product, a Pedagogical Booklet was developed that should guide teachers in the strategies of curriculum flexibilization for students with intellectual disabilities.