As possibilidades de expressões da aprendizagem da pessoa com deficiência intelectual: silêncio, tatuagem e comunicação

Abstract

The problematic this investigation established itself in reflecting to what extent people with intellectual disability express their learning in sports practices through the various languages and with use of media and technology. The research aimed to analyze learning expressions of people with intellectual disability, in the context of sports practice, from the media-education. From a methodological point of view the study was based on characteristics of the critical ethnoresearch techniques, using the participant observation, the field journal and the semistructured interview as resources for information gathering, the empirical field included twenty-one (21) subjects, among them children, teenagers, young adults and adults mostly, with intellectual disability who participated of a project social sports, developed by Federal Institute of Education, Science and Technology of Rio Grande do Norte, Natal (RN). The study was framed in a qualitative approach of exploratory nature and descriptive character. The research took place in a period of eleven months, being nine months of immersion of the researcher in the field, and two months to collect of the information from the pedagogical interventions. The interventional process happened between the months of May and June 2019, totalizing around ten meetings; the two first had the aim of presenting the study, the subsequent five meetings, to the development of the study with five pedagogical moments and the last three meetings for the interviews. It is noted that the subjects who participated of the research, in a non-traditional way express their learning through the multiple languages (drawing, painting, photography, and video) the materialization of this is in the sequence of photographs organized by participants, demonstrating their understandings of the moments that constitutes the execution of the long jump. The facts show that the absence the spoken and/or written language is not impedinative, because the body that exhibits the perceptions, the experiences and the lived. Communicates through of the multiliteracies (sounds representations, visuals, tactile, gestures, and space), so the person with the intellectual disability is unchallenged for the expanding the way of listening to the other, delimiting the facing for the systemic exclusion process veiled established.