Young and adult students with disabilities and teaching practice from the freirian perspective

• Autor(a) principal: Nogueira, Marcela Fontão
• Data de Publicação: 2021
• Outros Autores: Campos, Juliane Aparecida de Paula Perez
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Olh@res (Universidade Federal de São Paulo)
• Texto Completo: https://periodicos.unifesp.br/index.php/olhares/article/view/12574
• topic: Youth and Adult Education; Education of People with Disabilities; Teaching Practice.; Educação de Jovens e Adultos; Educação das Pessoas com Deficiência; Prática Docente

This study brings as its main question the way teachers in the regular classroom build their teaching practice with young students and adults with disabilities. Its purpose is to analyze the teachers' narratives about their pedagogical practice, perceptions, and reflections on their performance before these students. This is a case study carried out in an Integrated Center for Youth and Adult Education (CIEJA) in the city of São Paulo, with the participation of fourteen elementary school teachers I and II. The instrument used for data collection was a questionnaire and the data analysis was structured from coding cycles. The results presented indicated that teachers made the curriculum more flexible by reflecting on their own practice; they were dialogical in planning and in practice, valuing the students' knowledge; and, finally, they did so collaboratively, building their teaching practice in partnership with other teachers and with the students themselves.