O processo de alfabetização de alunos com Síndrome de Down no ensino fundamental: relato de experiência como cuidadora escolar

Abstract

This project aimed to analyze the challenges and pedagogical practices in the literacy process of students with Down Syndrome/Trisomy 21 (T21) in Elementary Education, in light of current legislation and the principles of Inclusive Education. The research is bibliographic in nature, with a qualitative approach, descriptive character, and a case study design. In addition to the literature review, it includes an account of the author’s experience as a school caregiver in the public school network of Balsas-MA during the 2024 academic year. As a complementary instrument, a Monitoring Protocol was developed, presented in Appendix A, to record observations conducted in the school environment. Down Syndrome, due to its cognitive and motor specificities, requires adapted pedagogical strategies, individualized planning, and adequate mediation. The study highlights the importance of Specialized Educational Assistance (AEE), the collaborative work of school professionals, and active family involvement, as well as addressing the nomenclature change to T21, emphasizing the relevance of scientific and inclusive language. It was found that practices based on visual resources, concrete materials, playful activities, and meaningful tasks contribute to learning and the development of students’ autonomy. It is concluded that the implementation of quality inclusive education depends on a set of articulated actions: curricular adaptations, accessible resources, collaborative practices, and continuing teacher training, aiming to overcome educational barriers and ensure the right to learn