Práticas docentes mediadas por recursos pedagógicos adaptados: ensino-aprendizagem de estudantes com deficiência intelectual

Abstract

This dissertation research topic is teaching practices mediated by adapted pedagogical resources. The central problem of the research is: how can adapted pedagogical resources used by teachers mediate the teaching-learning process of students with intellectual disabilities from an inclusive perspective in the regular classroom? The general objective was to analyze how teachers can mediate the teaching-learning process of students with intellectual disabilities using adapted resources from the perspective of Inclusive Education. The method used in this research is the Dialectical one and also uses the Historical-Cultural approach to reflect on the right to equality, access and permanence that all students have, regardless of their particularities. The methodology was structured based on the general and specific objectives in the face of descriptive analysis, focusing on the information collected. Regarding the approach to the problem, it is outlined as qualitative research, as it emphasizes subjectivity that should not be quantified. The research had a total of 17 participants, consisting of specialist educators from multifunctional resource rooms and teachers in charge of regular classrooms in the initial years of a Basic Education Unit in São Luís do Maranhão. As for its nature, it is an applied research, developed in a school, a real field of study, and in accordance with the typology, it is participatory, where the researcher is also a subject of the research. To support the research, semi-structured interviews, participant observations and open questionnaires were used as data collection instruments, which were explained in the writing of the dissertative text. In addition, the elaboration of an educational product, an Illustrated Pedagogical Notebook, with theoretical and methodological guidelines for teachers, aimed at serving students with intellectual disabilities in the school environment, is presented. As a result of methodological experimentation, it is concluded that teacher training cannot be limited to a mere theoretical-methodological reflection, since teaching practices must be shared in order to have relevant changes regarding Inclusive Education in the educational universe