Práticas docentes para a inclusão de estudantes com deficiência intelectualPráticas docentes para a inclusão de estudantes com deficiência intelectual

Abstract

The present study was carried out at the Basic Education school of the State Education Network in the city of Feira de Santana - BA, in the field of Special Education, turned to the discussion of the participation and learning of students with Intellectual Disability (ID ) in regular school as a prerogative beyond access to registration and the physical presence of students. The school, understood as a plural space, but for still maintaining homogenizing and standardizing cultural remnants, faces difficulties in providing educational assistance to students. The study presented as a general objective, to analyze how the practices of teachers who work in the common class can favor the participation and learning of students with ID. Specifically, I tried to: characterize the practices of teachers who work in the common class with students with ID; build with the teachers participating in the research a didactic sequence aimed at the participation and learning of students with ID; and, verify the relevance of the didactic sequence in favoring the participation and learning of these students. The reflections erected were anchored in the historical-cultural perspective. As a qualitative study, based on action-research, it directed the discussion to the problems that involve teaching and the implications for the participation and learning of students with ID in the common class, constituting the research as a space for reflection and intervention in the teaching practice. The results of the study pointed to teaching practices based on traditional cultural remnants and lack of dialogue between the teaching processes and the student's needs and potential, justified by the lack of knowledge about ID and about appropriate methodological didactic strategies for the student. The effectiveness of the Didactic Sequence (DS) resides in the centrality of the mediation work carried out by the teachers. The student's participation and learning in the common class fundamentally dispenses with the school's change of perspective in relation to its potential; the review of the teaching model; the availability and mediation of teachers; the taste for creative teaching; and, certainly, public policies that contemplate the training of educators.