Avaliação pedagógica inicial de alunos com deficiência intelectual no ensino fundamental: as possibilidades sobrepõem os limites

• Autor(a) principal: Nascimento, Telma Raimundo do
• Data de Publicação: 2017
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/7632
• topic: Educação inclusiva; Deficiência intelectual; Avaliação formativa e dialógica; Inclusive education; Intellectual deficiency; Formative and mediator evaluation; CIENCIAS HUMANAS::EDUCACAO

The present research analyzes the initial pedagogical evaluation for the identification of the specific educational needs of students with intellectual deficiency of elementary education in the Municipal Education Network of Goiânia. The objective of the research was to identify how this initial assessment process occurs and whether this evaluation contributes to the learning of these students. The theoretical perspective of the research was based on the Historical Materialism Dialectic for the apprehension of the historical reality in which the student with intellectual deficiency is inserted; In the Historical-Cultural Theory and in the Foundations of Defectology that conceives the student with intellectual deficiency as a subject that has qualitative specificities; In the conceptions of inclusion and in the right to school of all and in the diagnostic, formative and mediator evaluation as a subsidy for the attendance of the specific needs of the students. The research field was composed of 05 (five) schools of the Municipal Network of Goiânia, each representing a Regional Education Coordination of said network. The research participants were 10 (ten) teachers - 02 (two) teachers per school - and in the schools that have the multifunctional resource room, there were 01 (one) regular classroom teacher and 01 (one) Resource room and at the school that does not have the resource room, 01 (one) regular classroom teacher and 01 (one) coordinating teacher participated. The instrument of data collection was the semi-structured interview, followed by transcription of the content. The methodology used was the Content Analysis and Bardin Thematic Analysis technique. The research revealed that the initial pedagogical evaluation carried out by teachers does not contribute to the learning of these students. A theoretical-methodological contradiction was identified in the participants' discourses, evidencing that even at a theoretical level, the inclusion of the school is not clear and internalized by the teachers, and the delegation to other professionals is the initial pedagogical evaluation of students with intellectual disabilities. The research pointed out the need to carry out a diagnostic, formative and mediator evaluation, with action in the Proximal Development Zone of the student with intellectual disability. As an educational product, the research presents an Assessment Framework for the initial pedagogical evaluation of students with intellectual disabilities, aiming to offer the indicative teachers to perform a diagnostic, formative and mediator evaluation.