Estratégias de mediação de professoras da sala de aula comum na produção textual de estudantes com deficiência intelectual

Abstract

This thesis investigated the mediation strategies used by teachers in ordinary classrooms to mediate the textual production of students with intellectual disabilities (ID) in a public school in Fortaleza, Ceará. It was based on Vygotsky's culturalhistorical approach and covered three conceptual categories: the learning and development of students with ID; the categories of mediation strategies in pedagogical mediation; and textual production in the school space from the perspective of literacy. The methodology used the assumptions of collaborative action research, in which the partnership between the researcher and the participants favors the reflection of the participant's actions. To construct the data, it was used in semi-structured interviews, an observation script, collaborative meetings, collective reflective sessions, and initial and final surveys of the characteristics of the writing and textual production of students with ID. Video recordings and field diary entries were used to record the data during the collaborative observations in the ordinary classroom. Three teachers from 3rd, 4th, and 5th grade classes participated together with their three students with ID, who contributed as informants. The results showed that the teachers felt theoretically unprepared to work with students with ID and did not think of mediation strategies as one of the factors related to their pedagogical practice. They also did not realize the need to intentionally plan mediation strategies. Throughout the collaborative meetings and collective reflective sessions, we saw changes in the teachers in the context of text production, such as the intentional use of mediation strategies with students with ID and the emergence of strategies that contributed to the training of these students as text producers. It is inferred that the movements and changes of teachers regarding the use of mediation strategies resulted from collective reflections held in collaborative meetings and reflective sessions. It is a formative process that provides the teacher with a reflection of his actions in the context of pedagogical practice itself.