Pedagogical Practices and Inclusion of Students with Intellectual Disabilities: Reflections from a State School in Espírito Santo
Name: CRISTINA MARA JAVARINI MORO
Publication date: 24/06/2025
Examining board:
Name |
Role |
|---|---|
| ALEXANDRO BRAGA VIEIRA | Examinador Interno |
| ANDRESSA MAFEZONI CAETANO | Presidente |
| CARLINE SANTOS BORGES | Examinador Externo |
Summary: This study was developed within the scope of the Professional Postgraduate Program in Education of the Federal University of Espírito Santo, in the area of concentration Educational Practices, Diversity and School Inclusion. Its theme is a discussion on pedagogical practices and the inclusion of students with intellectual disabilities in High School. The guiding question is: what challenges and possibilities cross the pedagogical practices of High School Portuguese Language teachers for the inclusions of students with intellectual disabilities in a state public school in the municipality of Rio Bananal in Espírito Santo? Anchored in the historical-cultural theory, the general objective of the dissertation is to understand the challenges and possibilities for the inclusion of students with intellectual disabilities in High School, in a state school in the municipality of Rio Bananal/ES. With a time frame from 2008 to 2023, the literature review brings important aspects about the schooling of students with intellectual disabilities and the reference is carried out in the dialogues of researchers Padilha (2022) and Paes (2020) based on Vigotski (1991, 1995, 1999, 2010, 2011, 2018, 2021) who express that human development is essentially a cultural, historical and social process and highlights that the higher psychological functions, such as thought, language and memory, are developed through interaction with others and with cultural instruments that (trans)form society. As for the methodology, it is a qualitative research. To this end, an exploratory approach was adopted, constructed through bibliographic research, participant observation and a questionnaire with open questions, answered by five Portuguese Language teachers. The results bring significant notes, among them the need to think about teacher training in a dialogical way, in order to broaden the perceptive view of learning mediation, dialogue, and the curriculum, with regard to a better inclusive pedagogical understanding. After all, it is necessary to think about the right to education for all. Thinking about the schooling of students with intellectual disabilities means reflecting on planning in a coordinated manner with resource room teachers, in order to promote inclusion. It is still challenging to receive a student with intellectual disabilities in high school, since these students are often in the literacy phase. The short class period, the rotation of subjects, the pressure of the given curriculum, the achievement of goals and results in external assessments hinder reflection on the necessary steps to include students with intellectual disabilities in high school, in the state education system. Thus, it is expected that the provocation arising from this study will highlight the relevance of thinking about pedagogical practice in an interventionist, flexible and mediated manner, so that it becomes meaningful not only for Special Education students, but for everyone.
