Avaliação da aprendizagem de alunos com deficiências intelectual: estudo de caso em uma escola da rede municipal de Fortaleza-CE

Abstract

Education proclaims equalitarian opportunities of learning. However, in a historical moment meant for inclusion, exclusion is still practiced by a model of learning assessment centered in exams, instead of a pedagogical practice in order to diagnostic and redirect learning. The current practice of Educational Inclusion criticizes how the singularities of intellectual disability, regarding learning assessment, are considered by school. The main purpose of this paper is to reflect on learning assessment for students with intellectual disability in regular classrooms. Thus, inclusive assessment and its difficulties are discussed. A quali-quantitative research was accomplished, as a case study. Semi-structured interview and mixed questionnaire were used as instruments for data collection. A content analysis of the collected data was accomplished. The samples were composed by: 16 relatives and 7 teachers of regular classrooms; 23 subjects altogether. Beyer (2010) e Luckesi (2001, 2005, 2011, 2014), among others proposed a theoretical framework to this study.The analyzed data belongs to Mendonça’s dissertation (2014).The results revealed that the teachers presented limited and subjective conceptions about Inclusive Education, intellectual disability and learning assessment. The subjects pointed out some difficulties regarding the lack of an appropriate and continuous formation, physical infrastructure of the school. Key-words: