Sequência didática para atendimento educacional especializado: a música como promotora da aprendizagem da matemática de pessoas com deficiência intelectual

Abstract

The present study focused on the use of music for learning mathematics for people with intellectual disabilities (ID), understood here as a clinical condition characterized by the presence of deficits in intellectual functioning and adaptive behavior, the latter expressed as conceptual, social and practical adaptive skills and limitations that must be present before the age of 18. Given the high number of students with intellectual disabilities enrolled in the regular state education system of Rio Grande do Norte, it is necessary to understand and intervene so that they reach their potential for development and learning mathematics, minimizing the difficulties they face. This work arises from the following problem: How to guide teachers of Specialized Educational Services (AEE) to use music to enhance the learning of mathematics for people with intellectual disabilities? The general objective of this research was to construct and validate a didactic sequence for teaching mathematics to students with intellectual disabilities. The specific objectives were to develop and validate musical activities that contribute to the learning of multiplicative structures and to construct a didactic guide composed of the set of materials produced. This research is theoretical in nature, adopting concepts from Historical-Cultural Psychology and the Theory of Mental Action Formation by Stages as support for the proposition of a didactic sequence using music as a mediating tool for learning multiplicative structures for students with intellectual disabilities. The approach is considered mixed, as it combines qualitative analysis (suggestions from experts) with quantitative analysis (Kappa index to assess agreement between judges/evaluators), using evaluation sheets and statistical calculations as instruments. The activities that make up the didactic sequence were evaluated by a committee of experts in the areas of music, intellectual disability and mathematics teaching. It is believed that the study can contribute to the pedagogical practice of AEE teachers, contributing to inclusion, through the development and mathematical learning of students with intellectual disabilities enrolled in the final years of Elementary School. As a result of this research, a didactic guide was prepared containing the set of materials produced.