Práticas docentes e os alunos com deficiência intelectual na educação de jovens e adultos

Abstract

Teaching practices have in their action the materialization of theoretical concepts about “what student we have and what education we want” for our society. In this context, inclusion has been repeatedly discussed among education professionals, across all levels of education, due to its importance within discussions within and outside academia. The investigation proposed in this dissertation aimed to analyze the teaching practices of Youth and Adult Education (EJA) teachers developed with students with Intellectual Disabilities (ID). More specifically: a) described teaching practices developed with students with ID at EJA; b) systematized teachers' conceptions about the learning processes of these students with ID; and c) characterized the path of students with ID in EJA. As for its nature, this research is exploratory, qualitative in nature, using a case study as its approach. Data were collected from systematic class observations, recorded in a field diary and semistructured interviews carried out with teachers and students. Regarding the sample of research participants, the criteria for choosing teachers were: having initial training in Pedagogy and working in the first segment of EJA with students with ID. The selection criteria for the students were: a) being from the first segment of EJA; and b) have a report or suspicion of DI. The data obtained in the interviews and observations were organized into the following categories: 1) Teaching practices for which students: a conversation about the concept of pedagogical accessibility; 2) Generalist teacher and special education teacher at EJA: portraits of a context; and 3) School trajectory of the EJA student with ID. The analysis of the teaching practices of EJA teachers developed with students with ID made it possible to glimpse the pedagogical space as a context of double exclusion and vulnerability for the target audience of Special Education, with the silencing of the pedagogical demands of young people and adults in these places being notable. The study concluded that investigations into teaching practices at EJA allow vocalizations of groups historically excluded and silenced from school teaching and learning processes, such as young people and adults with ID.