Escrita na tela e no papel: características da escrita de estudantes com Deficiência Intelectual matriculados nas Salas de Recursos Multifuncionais no município de Caucaia- CE

Abstract

Inclusive Education serves as a fundamental instance for the implementation of the National Policy for Special Education from the Perspective of Inclusive Education (Brazil, 2008), constituting a driving force for building schools that promote access, retention, and participation of all children and students, regardless of their race, socioeconomic status, gender, and/or disability (Stainback; Stainback, 1999). Based on the perspective of development and learning of children and students with intellectual disabilities through Piaget's theory of cognitive functions (1978), as well as investigations by Alves, Rocha e Campos (2010), Gomes (2006, 2012), Figueiredo (2010, 2012) and Figueiredo, Poulin e Araruna (2016), this research aims to analyze the writing characteristics presented by students with intellectual disabilities enrolled in the Specialized Educational Assistance (AEE), through the use of two resources: computer keyboard and pencil and paper. The theoretical contributions of Ferreiro and Teberosky (1991), Molinari and Ferreiro (2007), Morais (2012), Soares (2021), Carsten (2011), Glória and Frade (2015), and Moreira and Medina (2013) also support the understanding of these students' writing learning, giving visibility to their experiences in the act of writing. The adopted methodological approach is qualitative and exploratory, following Minayo (2001) and Bogdan and Biklen (1994), aiming to approach the investigated phenomenon. The research method was inspired by the study developed by Molinari and Ferreiro (2007). Data construction occurred through writing sessions with students with intellectual disabilities, involving activities using computer keyboard and pencil and paper. The sessions were properly recorded through video. Qualitative data analysis was conducted based on the Content Analysis technique proposed by Bardin (1977), allowing the identification and interpretation of characteristics present in the written productions of the participating subjects. From this analysis, the following general category was defined: Characteristics of manual and digital written production of students with intellectual disabilities: differences and similarities, composed of four analytical subcategories: (i) Familiar letter repertoire: frequency and variety in manual and digital writing; (ii) Phoneme and grapheme in dialogue: sound-graphemic strategies in different writing supports; (iii) Visual structure of words: regularities and graphical irregularities on paper and digital; and (iv) Production with meaning: rereading and recognition of manual and digital writing. These categories guided data organization and enabled a deeper understanding of the regularities, variations, and specificities that characterize the process of written language acquisition by students with intellectual disabilities. From the results and their analysis and discussions, the research indicates that: students with intellectual disabilities construct complex writing hypotheses and strategies, going through the psychogenetic continuum, in constant transition between the levels of the psychogenesis of written language. The support (pencil/paper or keyboard) does not change the conceptual level, however, it modulates how the hypotheses manifest themselves: paper tends to consolidate and stabilize, while digital encourages exploration, self-regulation, and correction. Mediation, rereading, and meaning attribution are fundamental axes that support writing appropriation in both contexts. This research contributes to systematizing knowledge about written language acquisition, supporting pedagogical action in the literacy education of students with intellectual disabilities; and socially, by promoting a more respectful view of learning abilities within the ethos of quality inclusive education.