A prática pedagógica de professores dos anos iniciais do ensino fundamental da rede municipal de Fortaleza no contexto da inclusão escolar de crianças com deficiência intelectual

Abstract

This study investigated the literacy teaching practices of two teachers in the early years of primary education within the municipal school system of Fortaleza, who had children with intellectual disabilities (ID) in their classes. It characterised the mediation strategies used by these teachers and analysed the reading and writing activities proposed to children with ID. It was based on Vygotsky’s Historical-Cultural Theory (1997; 2007; 2009; 2011); the Psychogenesis of Written Language (Ferreiro and Teberosky, 1999); pedagogical mediation of reading and writing by children with intellectual disabilities in (Gomes 2012, Gomes, Poulin e Figueiredo, 2010; Poulin, 2024), and on literacy and literacy development (Soares, 2003, 2023; Kleiman,1995, 2004a, 2004b, 2016; Solé, 1998; Morais, 2005a, 2005b, 2012, 2019, 2025). This descriptive qualitative study was conducted in a municipal school in Fortaleza, Ceará, within the context of mainstream education. Two teachers from the early years of primary education took part, both of whom had children with ID in the process of learning to read and write in their classrooms. Semi-structured interviews and classroom observation were used. It was found that teaching practices were organised around different mediation strategies, with particular emphasis on the mobilisation of prior knowledge, explanations, guided questioning and guidance for carrying out activities. Differences were observed between the teachers regarding the use of these strategies: one employed a wider variety of interventions, combining reading, oral expression and writing in more integrated activities, whilst the other tended to focus her efforts on moments of revision and task completion, making less use of strategies that promoted meaning-making. In reading and writing activities, practices were identified that encouraged the participation of children with ID, when there was intentional mediation and closer monitoring. However, there were approaches centred on formal and repetitive aspects of language, which limited progress in mastering the alphabetic writing system and integration into literacy practices. It is concluded that the adoption of intentional, systematic and planned practices, in accordance with the students’ individual characteristics, is essential. In this sense, pedagogical mediation plays a decisive role in the literacy process of children with intellectual disabilities, having the potential to expand or restrict their learning opportunities.