Prática e formação docente para a educação especial inclusiva: compondo recursos como meios de potencializar o aprendizado e desenvolvimento do aluno com Deficiência Intelectual

• Autor(a) principal: CAMPOS, Natália Moreira de Carvalho
• Data de Publicação: 2024
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFMA
• Texto Completo: https://tedebc.ufma.br/jspui/handle/tede/tede/5407
• topic: prática e formação docente;; Deficiência Intelectual no AEE;; fundamentos da defectologia.; teaching practice and training;; Intellectual Development Disorder in AEE;; fundamentals of defectology.; Educação Especial

This work aims to investigate the teaching practice and training of Specialized Educational Assistance (AEE) for teaching students with Intellectual Disabilities (ID) in the Teaching Centers (CEs) of the Regional Education Unit (URE) of São Luís/MA, Polo V ; for the organization, in a collaborative way, of a notebook guiding pedagogical practices and activities for teaching this student. This is field research, with a qualitative, exploratory and collaborative approach. The theoretical principles are supported by studies on Vygotski's Defectology (2022), and how the learning and development of students with Intellectual Disabilities happens. The research was carried out with 04 (four) teachers who work in Multifunctional Resource Rooms (SEM); and the instruments and procedural techniques for data collection came from interviews, questionnaires, observation of teaching practice in SRM and pedagogical study meetings. Data analysis was carried out using analytical categories, based on Bardin's theory (2011). It was found that teaching practice and training are considered by teachers to be inseparable. There was a perceived lack of teaching training for AEE teachers and, even more so, those targeted by type of disability and that could focus more on teaching practices. Offered, for the most part, by the Superintendency of Teaching Modalities and Diversities, training for teachers working with students with Intellectual Disabilities is even more scarce. Finally, as a final product of the research, the Pedagogical Guidelines for Teaching Students with DID is presented, built in collaboration with teachers, to contribute to the pedagogical practice of these teachers, in order to make them reflect on the importance of more dynamic, attractive, interactive and social teaching methods with students with DID, as well as make them reframe their practice based on knowledge of theories, for now, not yet recognized by them. It is concluded that it is necessary to give a new meaning to teacher practice and training, so that there is a dialogue between them in the context of inclusive special education.