O aluno com deficiência intelectual nos anos finais do ensino fundamental: possibilidades de apropriação da língua portuguesa

• Ano de defesa: 2015
• Autor(a) principal: Nascimento, Suzi Rosana Maciel Barreto do
• Orientador(a): Szymanski, Maria Lidia Sica
• Banca de defesa: Szymanski, Maria Lidia Sica , Fernandes, Sueli de Fatima , Bastos, Carmen Celia Barradas Correia
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Cascavel
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Centro de Educação, Comunicação e Artes
• País: Brasil
• Palavras-chave em Português: Psicologia Histórico-Cultural; Deficiência intelectual; Processos de ensino e de aprendizagem; Língua Portuguesa
• Palavras-chave em Inglês: Historic-Cultural Psychology; Intellectual disabilities; Teaching and learning processes; Portuguese Language
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede.unioeste.br/handle/tede/3298

This work is the result of field research conducted in two schools of the state, the city of Cascavel, PR and aimed to investigate the development of the student with Intellectual Disability, as reading and writing, in the final years of elementary school, especially , launching this investigation a look at this subject, considering it not as the product of a biological causality, but in its entirety, as is, in the design of Vygotsky (1896-1934) from the perspective of Historical-Cultural Psychology. This perspective confirms that the educational practice to develop in a way that people with or without disabilities, to appropriate cultural legacy, namely the systematized knowledge offered in the school. The education that breaks the restrictions to be offered, appears in this work the theoretical contributions of authors such as Karl Marx, Dermeval Saviani and Newton Duarte. At the unveiling of the reflections, other authors have been invited to the debate, helping to establish the possibility of education for all, without restrictions or additions to this or that social group. Through documents issued by the Regional Education Center, there was 60 students with intellectual disabilities enrolled in the final years of primary education in the state schools of Cascavel-PR. For the field research, we selected the two schools with the most students in these conditions, totaling 22 participants in this study. This study aimed to answer the following questions: Students with Intellectual Disabilities would be appropriating the Portuguese Language in Elementary Education Cascavel? Or only: being in school would be a "formal conquest" of "equality" for these guys? What is the concept of Intellectual Disability of Portuguese Language teachers who serves as the basis for work in the classroom regular education? What are the possibilities and limits of learning, punctuated by teachers of Portuguese, in working with students with Intellectual Disability? In order to come to the data related to these issues, the following procedures were used: questionnaire and interview for the Portuguese-speaking teachers of the two schools and an assessment tool of appropriation of teaching this discipline, for 22 participants, composed of four texts informative and theme endangered animals proposed for the answers were given individually and in writing. It was found through research that while there are limits, students with Intellectual Disabilities, are appropriating the Portuguese language teaching and these appropriations appear when expressed through reading and writing.