A mediação de professores sobre a escrita de estudantes com deficiência intelectual matriculados nos anos iniciais do ensino fundamental

Abstract

This research characterized the mediating practice of teachers in the early years of Elementary School regarding the appropriation of the alphabetic writing system (AWS) by students with intellectual disabilities - DI. It was based on the historical-cultural theory (Vigotski, 2007), especially on the concept of mediation. The research, with a qualitative approach, took place in a public school in the municipality of Fortaleza-CE, with the participation of three teachers, from the 1st, 2nd and 5th years of Elementary School. Semi-structured interviews were conducted, a survey of the writing characteristics of students with ID, analysis of the writing of students with ID by their teachers, and classroom observation. The results were organized in three axes: Types of conceptions of teachers that focus on the understanding of the appropriation of AWS by students with ID; Types of mediation developed by teachers; and Mediating practices. Three types of conceptions were identified: inclusive, integrative exclusion and restrictive exclusion, five types of mediation and three mediating practices were analyzed: excluding, inclusive and unstable. There was a direct relationship between integrative and restrictive exclusionary conceptions and pedagogical practice based on homogeneous teaching and/or based on the belief of the student's inability to learn with ID. Inclusive conceptions revealed teachers' concern to address differences, and motivate students. As for mediations, T2 carried out a greater quantity of qualitative mediations directed to the teaching of writing. T3 appealed to motivation, and T1 mediated collectively, without attention to the student with ID. A mismatch was observed between inclusive discourses and unstable mediating practices. It was concluded that the practices were characterized, for the most part, by the absence of planning with attention to differences, which reinforced homogeneous and simultaneous teaching. It is hoped that this study promotes a reflection on the teaching of writing in the inclusive context of the classroom. This implies attending to the different levels of writing knowledge, in order to promote changes in the conception of teachers about the learning capacity of students with intellectual disabilities, as well as the need to review teaching strategies to serve each and all students.