Subjetividade e mediação pedagógica: reposicionando o sujeito em situação de deficiência intelectual para a apropriação da leitura e da escrita

Abstract

Through a sociocultural research, we have analyzed the pedagogical mediation in reading and writing in the production of subjectivities of intellectually disabled students. Our objective is to understand the role of pedagogical mediation in the subjectivity redefinition process based on the identity of domination in favor of one based on the identity of resistance/projects, by repositioning these students in a pedagogical interaction when active subjects are built. The research was developed by the participant observation of reading/writing sessions and the analysis of its evaluative sheets – the sessions were composed by 20 students, 12 of which being focal subjects. In this article we emphasize the data of this group’s representative subject. There is also the analysis of the mediation procedures created in the literate activity Shared Reading of Stories, with focus in the functional aspects of cognitive development relative to the appropriation of reading and writing. The results point out the affirmation of this subject by the denial of reading/writing in the pedagogical interaction; its conformation with the secondary gain of disability by extreme dependency of the other; and the internalization of marginalized representation created by the disability/normalcy ideology. By the end of the study, the results can also indicate the advances of this student in the processes of literacy and literacy instruction, finding themselves in the final stage of the writing acquisition process. This aspect, when paired with the successful mediation, were boosters of the subject’s repositioning and production of subjectivity based on the identity of resistance/projects, even though attitudes of resistance persist. We conclude by suggesting the formation of resilient pedagogical relations by articulating procedures of mediation relevant to literacy, the construction of subjectivation and the redefinition of subjectivities, as well as the appreciation of metacognition located in social activity.