As orientações curriculares para o trabalho pedagógico com estudantes com deficiência mental/intelectual (1979/2013)

• Ano de defesa: 2019
• Autor(a) principal: Schreiber, Dayana Valéria Folster Antonio
• Orientador(a): Bueno, José Geraldo Silveira
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: História, Política, Sociedade
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Crianças com deficiência mental - Educação - Brasil; Educação especial - Currículo; Políticas educacionais
• Palavras-chave em Inglês: Children with disabilities - Education - Brazil; Special education - Curriculum; Educational policies
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
• Link de acesso: https://tede2.pucsp.br/handle/handle/22846

This study aimed at analysing both permanences and modifications made in the National Curricular Orientations directed at pedagogical work towards mentally and intellectually disabled learners, during the period of 1979 to 2013. This is an exploratory and informative documentary research whose main sources were publications from the organs responsible for the federal government’s Special Needs Education policies such as Curricular Proposal for Educating Mentally Disabled Learners (BRASIL. MEC. CENESP, 1979); National Curricular Parameters: Curricular Adaptations (BRASIL. MEC. SEESP, 1998); Specialized Educational Assistance: Mental Disorders (GOMES, et al. MEC. SEESP, 2007); Specialized Educational Assistance for Learners with Intellectual Disorders (GOMES. MEC. SEESP, 2010); General National Curricular Guide for Basic Education: Diversity and Inclusion (BRASIL. MEC. SECADI, 2013) - besides secondary sources also derived from the same institutions. Each curriculum was understood as a socially constructed tool which allowed for political, social and economic aspects of its historical context to play a role in its analysis. Taking into account Goodson’s (1995), Apple’s (1989, 2006) e Vygotski’s (1988, 1991, 1997, 2000, 2001, 2004, 2005, 2007 e 2008) contributions, the curricular orientations analysed were organized into four axes that represent teaching planning elements: whom to teach, why and what to teach, how to teach and how to assess learning. Findings revealed that the curricular orientations analysed seem to have suffered a deflation in their pedagogical work towards mentally and intellectually disabled learners. Such deflation seems to be sustained through a type of discourse that, while highlighting the individual abilities of these learners, continues to reaffirm their learning limitations, placing on the learner the responsibility for their learning process. Considering that this approach neglects properly teaching historically accumulated knowledge, it seems to result in limited human education