The subjective dimension of learning in students with intellectual disability

• Autor(a) principal: Chaves, Marlene Pereira
• Data de Publicação: 2019
• Outros Autores: Rossato, Maristela
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação Especial (UFSM)
• Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/36893
• topic: Subjectivity; Intellectual disability; Subject; School learning.; Educación Especial; autismo; Inclusión educativa; subjetividade; deficiência intelectual; sujeito; aprendizagem escolar.

The objective of this article is to analyze the subjective dimension of school learning in students with intellectual disability, outlining the recognition of possibilities of constitution and expression of the student as a subject of their own process of learning and development. Theoretically, the discussion is based on the cultural historical perspective of human development departing from Vigotski’s contributions about the disability and the Theory of Subjectivity developed by González Rey and collaborators. The research developed was done from a qualitative standpoint, using the constructive-interpretative methodology, guided by the dialogical relations between the researcher and the participants, emphasizing the importance of the singularity of investigation processes and conceiving the production of knowledge in constructive-interpretative process. The research was conducted with two participants with intellectual disability of the third year of Elementary School in an inclusive classroom in a public school of Distrito Federal. The information was organized through specific instruments that facilitated the expression of the participants: conversational dynamics, interviews, drawings, tell me about you forms, school lifeline, phrase complement and active participant observation. Through the analysis of information produced with the participants, we consider the existence of the negation of the condition of the student as subject of his/her own school learning within the actions and pedagogic relations developed in school. In order to consolidate the learning processes towards the mobilization of new subjective resources capable to promotes student development, new teaching-learnig actions and relationships must be conceived.