Magalhães, Rita de Cássia Barbosa PaivaFonseca, Géssica Fabiely2017-05-182017-05-182016-05-11FONSECA, Géssica Fabiely. Planejamento e práticas curriculares nos processos de alfabetização de alunos com deficiência intelectual: experiências e trajetórias em tempos de educação inclusiva. 2016. 312f. Tese (Doutorado em Educação) - Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2016.https://repositorio.ufrn.br/jspui/handle/123456789/23029The aim of this thesis was to analyze the planning and curricular practice in student literacy process with intellectual disabilities in elementary school a natalense school. The methodological principles used refer to collaborative action research. The research was conducted in 2014 and 2015 at a school linked to a non-governmental organization in Natal - Rio Grande do Norte. For purposes of research, intervention in planning and curricular literacy proposals was held in collaboration with the following professional education: six 6 pedagogues who work as teachers hired in the institution, with emphasis on working with students with intellectual disabilities ); 3 students of Pedagogy (act as assistants or teachers and at the moment are studying pedagogy) and two pedagogical coordinators (one coordinator of the morning shift and the other the evening) and students with intellectual disabilities. As methodological procedures were used direct observation, semi-structured interviews, document analysis, Sessions Study and Curriculum Planning and interventions in literacy practices in the fourth year b school . Data were analyzed using the Content Analysis. In the theoretical framework, are presented conceptual aspects about the curriculum, school enrollment, literacy processes and intellectual disabilities. The results shown demonstrated if the planning and curriculum practices that embody the teaching and learning processes in elementary school had as a central feature of the intertwining of planning, methodological strategies and evaluation tools in the education process for all students. The results pointed to the lack of reading and writing activities and conventional practices in literacy processes developed in the fourth year of primary education with emphasis on participation and learning of two students with intellectual disabilities. In the collaborative aspect of the research, the data point to the negative implications of such practices for human learning regardless of intellectual disability. Even as results are proposed teaching of reading and writing activities in planning for the class and for students with intellectual disabilities as alternative curricular flexibility in the literacy process, in collaboration with their teachers pedagogues. Finally, the study concludes that the articulation of the teachers in the collective planning of educational activities aimed at the development and learning of all contributing to the planning, curriculum practice and students literacy processes with intellectual disabilities in elementary school researched school. The study highlights the importance of overcoming the access strategies and enable students with intellectual disabilities pedagogical moments of participation and learning curricula in school and consequently the inclusion in the literary universe that will open new avenues for the development of knowledge and school inclusion students with intellectual disabilities.Acesso AbertoCurrículo escolarDeficiência intelectualProcessos de alfabetizaçãodoctoralThesisCNPQ::CIENCIAS HUMANAS::EDUCACAO