Estratégias e recursos de mediação pedagógica para um estudante com deficiência intelectual no primeiro ciclo do Ensino Fundamental

• Autor(a) principal: Costa, Roberta Mendes da Silva
• Data de Publicação: 2022
• Outros Autores: [e-mail]
• 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/1/18748
• topic: Strategies and resources; Pedagogical mediation; Intellectual Disability; Estratégias e recursos; Mediação pedagógica; Deficiência Intelectual; CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM

The discussion about elements, such as resources and strategies, for the schooling of students with intellectual disabilities is an important agenda to highlight aspects that provide reflections on the teaching practices for these students. This dissertation analyzed the configuration of teaching strategies and resources for the teaching of a student with Intellectual Disability, from the initial years of elementary school, in a public school of basic education. The qualitative research developed a case study and, for the data composition, records of school activities in notebooks, folders, and photos referring to the student's schooling were analyzed. It was also used the research technique of semi-structured interview with teachers involved in the analyzed practices, from the collected school materials (TOZONI-REIS, 2009; STAKE, 2011; LÜDKE; ANDRÉ, 2015). Initially, we contextualized the scenario revealed in studies on schooling with Intellectual Disabilities and found that there are still few references and discussions on how strategies and resources are carried out or adopted for students with intellectual disabilities in basic education. Most studies point to scenarios that narrate or reveal teachers' concerns about how to organize teaching for this student, and teacher training still remains the focus of attention. The data analysis revealed that the activities need to be organized, planned, and challenging in order to provoke the student's development. And studies discussed in this research corroborate the initial hypothesis about the role of pedagogical mediation as a fundamental "piece" for student engagement, with a view to development and learning. The educational productent entitled “itinerary for the development of accessible teaching resources”came from this research. This presents some didactic elements used in materials for school activities, focusing on the mediation process for the student with Intellectual Disabilities.