A avaliação do estudante em situação de deficiência intelectual matriculado no Atendimento Educacional Especializado do município de Caucaia-CE: concepções e instrumentos

Abstract

In this research, grounded in the socio-interactionist perspectives of Piaget and Vygotsky, we aim to investigate the assessment of students with intellectual disabilities (SID) in Specialized Educational Services (SES) in two schools in the urban area of the municipality of Caucaia-Ceará. We also aim to identify teachers' conceptions about the assessment of students with SID in SES and to ascertain the types of assessment instruments used by these teachers to evaluate students. To this end, the research was based on four main axes: on Piagetian and Vygotskian epistemologies regarding learning and development (Piaget, 1991; Vygotsky, 1994; 2022); on the concept of disability (Mantoan, 1998; Mittler, 2003; Diniz, 2007; Vygotsky, 1994; Ramos; Lanuti, 2023; Poulin, 2024; Gomes 2012, Figueiredo, 1995); in the AEE for students in SDI (Mantoan, 1998; Mittler, 2003; Beyer, 2005; Gomes, Figueiredo; Poulin, 2010); and in the conception of assessment (Demo, 1995; Hoffmann; 1995; 2005; Luckesi, 2000; Gomes; Figueiredo; Poulin, 2010; Bersch; Machado, 2010; Gomes et al., 2016). In the qualitative approach methodology, we had the participation of two AEE teachers. For data generation, we used semi-structured interviews, observation, and document analysis. The data were organized based on Bardin's (1977) content analysis into three axes: Conceptions of assessment in the SRM of AEE teachers; Games and activities used as assessment instruments for students in SDI; This study examines the registration documents used by Special Education teachers to assess students with Special Educational Needs (SDI). We identified three conceptions regarding the assessment process in the Special Education Resource Room (SRM): "inclusive," "oscillating between inclusion and exclusion," and "exclusionary." These conceptions were related to the use of instruments and the understanding of disability situations. We found a correlation between exclusionary conceptions and the use of decontextualized instruments, associated with the medical model of disability. Regarding inclusive conceptions, we observed a correspondence with the use of playful instruments, anchored in the social model of disability. We conclude that the assessment of students with SDI was permeated by conceptions that oscillate between a welcoming, loving, process-oriented, and constructive inclusive vision and an exclusionary, classificatory, and examination-based understanding, in which the medical report was still used as a guiding document to justify the use of decontextualized, inaccessible, and meaningless instruments.