Letramento emergente e suas interrelações com a alfabetização de crianças com deficiência intelectual

Abstract

This dissertation aims to analyze literacy teaching practices in the literacy process of children with intellectual disabilities in the 2nd year of elementary school in public schools in Fortaleza. The theoretical framework includes authors researching literacy, such as Street (1984, 2010, 2013, 2014), Barton and Hamilton (2000), Soares (2009), Kleiman (2006, 2008, 2009), and Rojo (2009), as well as studies on intellectual disability, with key interlocutors including Lustosa (2002, 2009, 2021), Mantoan (2003, 2006, 2010, 2015), and Figueiredo (2009, 2010). The methodological approach is based on qualitative research, emphasizing fieldwork, which enables direct observation of the educational context and interactions between teachers and students. The study employs three primary research instruments: (i) the "Emergent Literacy Scale" (Saint-Laurent, Giasson, & Couture, 1998) to analyze children's pre-reading and writing knowledge; (ii) observation scripts with indicators of inclusive practices, developed by Lustosa (2009) and Lustosa and Ribeiro (2021); and (iii) scripts with indicators of literacy teaching practices proposed by Rojo (2009). Data analysis was conducted using Reflexive Thematic Analysis (RTA) (Braun & Clarke, 2006), allowing for the identification and interpretation of how pedagogical practices impact the literacy development of children with intellectual disabilities. The findings indicate that planned teacher mediation and the use of strategies promoting interaction and active listening enhance the learning process, fostering literacy development. However, challenges were also identified, such as decontextualized practices that may hinder the effective inclusion of these students. Additionally, the current assessment model limits the recognition of social literacy practices, imposing a standardized teaching approach that does not accommodate students’ individual learning processes. In this context, it is essential to rethink pedagogical and evaluative practices to construct more inclusive approaches that contribute to a more meaningful literacy process.