Uma intervenção colaborativa sobre os processos de ensino e aprendizagem do aluno com deficiência intelectual

• Ano de defesa: 2012
• Autor(a) principal: Braun, Patricia
• Orientador(a): Nunes, Leila Regina D'oliveira de Paula
• Banca de defesa: Glat, Rosana , Oliveira, Anna Augusta Sampaio de , Almeida, Maria Amélia , Mendes, Enicéia Gonçalves
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Centro de Educação e Humanidades::Faculdade de Educação
• País: BR
• Palavras-chave em Português: Deficiência intelectual; Intervenção colaborativa; Ensino e aprendizagem; Deficientes mentais Educação; Educação especial; Inclusão Escolar
• Palavras-chave em Inglês: Intellectual disability; Collaborative intervention; Teaching and learning
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: http://www.bdtd.uerj.br/handle/1/10337

This doctoral dissertation aims at examining the pedagogical strategies and educational support offered to students with intellectual disabilities. It also reflects and elaborates, collaboratively with the teaching staff, proper educational activities for the organization of the teaching and learning process of these types of students. To answer the first question we systematically participated as researcher in the students daily school routine in the classroom as well as in the teachers routines such as planning meetings, case studies and class councils. Methodology involved the ethnographic case study for Stage 1 and collaborative action research for the 2nd stage. In the first stage we went to the field to understand the types of processes used for schooling the three students with intellectual disabilities in different school years. This involved 15 professionals from the 1st segment of elementary school. From the content analysis of the records in the field journal, and the participants observation, in semi-structured interviews as well as classroom videotaping we were able to organize thoughts and analysis on intellectual disability and how it is understood. We also took a look at the relationships established with learning and the pedagogical practices involving the three students. In the second stage, we went to the field to collaborate with the participants starting with the education collaborative proposal, which is backed through historical and cultural references. The collaborative actions that the teachers have in the classroom as well as in the multifunctional resource room (SRM) were developed with a student named Ian who was the subject of reflections and insights on the process of teaching and learning. From the results of the study we observed that the presence of students with intellectual disabilities in regular schools is still a cause for estrangement. The format of the curriculum indicates how difficult it is to ensure teaching and learning processes for students with intellectual disabilities. Despite the differential profile in teacher training, questions about how to organize the teaching of that student were common in their accounts. With the collaboration established in the 2nd stage of the study, between the teachers in the classroom and specialists (the SRM and researcher) we observed that this expanded the initiative in the organization and activities in their specific areas of knowledge, considering participation and how the student could acquire this knowledge which was worked on. In this context, we realize the importance of complementarily teaching strategies to ensure teaching, participation, and student learning both in the classroom and in the SRM. These practices favor the student as teaching conditions for his learning came to be known and considered. The mediation which was planned purposefully and challenging for all of the school environments was a keystone for us to understand how to organize teaching for Ian s learning. Under these conditions we observed Ian demonstrating his ability to produce complex and everyday concepts in different areas of the school curriculum.