The evaluation action in the area of intellectual disability: between improvisations and uncertainties

• Autor(a) principal: Oliveira, Anna Augusta Sampaio de
• Data de Publicação: 2018
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação Especial (UFSM)
• Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/33065
• topic: Multifunctional resource room; Pedagogical evaluation criteria; Schooling.; Sala de recursos multifunción; Criterios de evaluación pedagógica; Enseñanza.; sala de recursos multifuncionais; critérios de avaliação pedagógica; escolarização

This article deals with the pedagogical evaluation of the schoolchild with intellectual disability in an inclusive perspective, in the context of the Specialized Educational Service (AEE). The objective was to analyze how the evaluation in this area was performed considering two axes: the identification and referral to the multifunctional resource room (SRM) and the pedagogical evaluation carried out by the specialized teacher to follow the students' learning. It seeks to identify if there are indicators or references that guide the evaluation action and the pedagogical work in SRM. For the analysis of the data, the Atlas Ti software was used, which enabled the coding and categorization of the answers, searching the units of analysis and, theoretically, the study was based on the genetic-causal method of Vygotski (2001; a gap between what is proposed in law and the conditions for its realization in the daily life of educational systems and the identification of the condition of intellectual disability through medical diagnosis and not the evaluation of the pedagogical process. of which the role of SMR in the area of intellectual disability in relation to the student's schooling and, once again, the imbalance between assessing the potentialities or assessing whether the condition presented refers to intellectual disability.