Adaptação curricular para estudantes vinculados à educação especial: aspectos legais, conceituais e pedagógicos

• Ano de defesa: 2021
• Autor(a) principal: Gonçalves, Nahun Thiaghor Lippaus Pires
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Adaptação curricular; educação especial; compensação; formação humana; subject.br-rjbn; Educação
• Link de acesso: http://repositorio.ufes.br/handle/10/15827

The objective of this investigation is to analyze the theme of curricular adaptation, in view of its indication in the normative and guiding documents as measures that have been implemented to meet the school inclusion of students called the target audience of special education. This study also aims to: a) analyze the theme of curricular adaptation in the norms and guiding documents for the school inclusion of these students in basic education; b) show evidence in the scientific production about the theme, which refers to conceptual and pedagogical aspects and; c) reflect on the theme of curricular adaptation based on the theoretical contributions of the historical-cultural approach and historicalcritical pedagogy, both based on Marxist theory, with a view to proposing them. In this sense, this research involved documentary, bibliographic and conceptual analyzes about the curricular adaptation object and the results of this study revealed that the concept still permeates a distance from the pedagogical foundation, due to the lack of problematization and critical analysis in policies aimed at special education and inclusion , due to the emphasis on limiting the deficiency in the biological perspective and the difficulty of conceptual definition itself, which ends up promoting reflection in the training and action of teachers. The analysis of the research shows that the historical-cultural approach is not yet part of the focal conception when the theme is curricular adaptation and needs to be encouraged to overcome the biological stigma of disability and pedagogical practices that are carried out in an individualizing way, often disconnected from the curriculum. common, also that the assumptions of historical-critical pedagogy can greatly contribute to this assertion. Ultimately, it is understood that the concept of compensation established in Vigotski theory in tome V directly contributes to overcoming this vision in the constitution of curricular adaptation in order to strengthen the pedagogical basis and value the teacher in the exercise of mediated and collective work of access to information. education, the common curriculum and human formation in the inclusion process.