Socio-relational experiences as mobilizers of the subjectivity of students with intellectual disabilities

• Autor(a) principal: Chaves, Marlene
• Data de Publicação: 2023
• Outros Autores: Rossato, Maristela
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: EDUCAÇÃO: Teoria e Prática
• Texto Completo: https://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/16534
• topic: Subjetividade. Deficiência Intelectual. Experiências Sociorrelacionais.; Subjectivity. Intellectual Disability. Socio-relational Experiences.; Subjetividad. Discapacidad Intelectual. Experiencias Socio-relacionales.

The socio-relational experiences promoted in the school environment and how they can mobilize the subjectivity of students with intellectual disability, contributing to school learning, established the purpose of this article. The research had as theoretical support the historical-cultural perspective of human development from the contributions of Vygotsky, in relation to Defectology, and in the Theory of Subjectivity developed by González Rey. Using constructive-interpretative methodology, a research was conducted with two participants of the third year of elementary school in an inclusive class of a public school in the Federal District, Brazil. The production of information took place in an action-research project and instruments that contributes to the expression of the participants were included, as well as conversational dynamics, imagery resources, and memory notebooks. Through the interpretative process of information, we recognize that the quality of socio-relational experiences in the school context can promote some level of emergence of the subject in students with intellectual disability, as an expression of the movement of subjectivity, making possible the mobilization of school learning.