Práticas pedagógicas no ciclo de alfabetização: o que dizem os professores de crianças com deficiência intelectual?

Abstract

People with intellectual disabilities are present in school environments all over the world, so the teacher needs to adopt inclusive pedagogical practices so that children with this type of disability can be really included in school, learning and becoming literate just like the other children without disabilities. The choice of this research theme arose from the researcher's experience as an inclusion assistant for a child with cerebral palsy and the beginning of her studies on disability. Thus, the present work aims to analyze the pedagogical practices used by common classroom teachers to favor the literacy process of children with intellectual disabilities in 1st and 2nd year Elementary School classes. The research was based on several authors, such as: Ribeiro, Bezerra and Holanda (2015), Mendes (2020), Costa (2021), Lustosa and Melo (2018), Ferreiro and Teberosky (1999), Figueiredo (2012), among others. The research is characterized as exploratory qualitative, with data collection carried out through questionnaire, interviews, and document analysis. The results indicated that the teachers have considerably good practices, since they include the child as a whole in the class, taking into account that the literacy process of children with intellectual disabilities only differs by the additional time that this child needs to develop learning and keep up with the pace of the class.