A escolariza??o de alunos com defici?ncia intelectual ? luz da perspectiva hist?rico-cultural: avalia??o mediada e apropria??o conceitual

• Ano de defesa: 2016
• Autor(a) principal: Oliveira, Mariana Corr?a Pitanga de
• Orientador(a): Pletsch, M?rcia Denise
• Banca de defesa: Souza, Fl?via Faissal de, Bairral, Marcelo Almeida
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal Rural do Rio de Janeiro
• Programa de Pós-Graduação: Programa de P?s-Gradua??o em Educa??o, Contextos Contempor?neos e Demandas Populares
• Departamento: Instituto de Educa??o; Instituto Multidisciplinar de Nova Igua?u
• País: Brasil
• Palavras-chave em Português: Avalia??o mediada; Defici?ncia intelectual; Perspectiva hist?rico-cultural
• Palavras-chave em Inglês: Mediated evaluation; Intellectual disability; Historical and cultural perspective
• Área do conhecimento CNPq: Educa??o
• Link de acesso: https://tede.ufrrj.br/jspui/handle/jspui/1856

This dissertation has as its research theme the schooling of students with intellectual disabilities. According to recent researches, one of the biggest impediments has been the lack of teacher knowledge about the specifics of the teaching and learning process of these subjects. Supported by this thematic, our objective is to analyze the evaluation processes for students with intellectual disabilities and reflect on their process of elaboration and conceptual appropriation. The investigation is made up of two separate research projects, namely: (A) The reading and writing issue in the area of intellectual disability: what is the best teaching method? and (B) Schooling of students with intellectual disabilities: public policies, cognitive processes and learning evaluation, which funded this work (OBEDUC/CAPES). The study included two students with intellectual disabilities enrolled in different schools (one located in the city of Rio de Janeiro and the other in the municipality of Baixada Fluminense - RJ). We adopted qualitative research as the methodological procedure of our investigation, based on the principles of multiple case studies. We believe that research of this scale contributes towards the reflections needed to understand the singularities of the researched reality, and enable theoretical basis for intervention. Based on these assumptions, we used the participant observation, semi-structured and open interviews and the application of learning assessment tests as procedures and data collection instruments. For theoretical framework, we used the historical-cultural perspective of Vygotsky, in order to find, in his concepts, the necessary support to base our analysis on the education of the participating subjects. Under these aspects and after data analysis, the following results emerged: a) teaching mediation through interaction and clear statements of language is the main tool in the education of students, especially those with intellectual disabilities; b) evaluation mediated through collaborative activities is an instrument that permeates the Zone of Proximal Development (ZPD) of students; c) mediated teaching favours the conceptual elaboration by students with intellectual disabilities, and contributes to the development of higher mental functions; d) with the application of the tests, we verified that the mediated teacher?s intervention revealed paths for the student to appropriate a particular concept, so the evaluation itself was also a mediator of this process, showing new possibilities. At the end of this text, we present some reflections on changes in the evaluative perspective and the schooling processes of students with intellectual disabilities. In addition, this research points to paths that include learning possibilities for all