A inclusão do estudante com deficiência intelectual na educação superior do IFRS Bento Gonçalves : um olhar sobre a mediação docente

Abstract

This dissertation aims to analyze the process of inclusion of a student with intellectual disabilities (ID) in the Technological Higher Education of the Federal Institute of Education, Science and Rio Grande Technology South Campus Bento Gonçalves, with a focus on teaching mediation. The theoretical contribution was made by the concept of the study and intellectual disability characteristics, with support of authors like Mantoan (2006) and Pletsch (2014); on concepts and reflections of inclusive education in the context of basic education and higher education, with Carvalho (2009), Baptist (2002), Beyer (2010), Magellan (2006) and Mittler (2003); and the contributions of Vygotsky for education, based on its work on Defectology and mediation, with the support of authors as Rego (2012), La Taille (1992) and Beyer (1996). To perform this qualitative research was conducted an investigation using as a case study strategy, composed of semi-structured interviews and document analysis. Therefore were heard seven teachers who teach for students with ID and the student himself. The main documents of the institution that approach the issues of access and retention of people with a disability in higher education Have also been analyzed. The data obtained in the interview with the teachers were organized into three categories that enabled a more detailed analysis of the speeches: design of learning, teaching action and interaction. Data analysis was based on Bardin content analysis (2000). The documents and the interview with the student were analyzed, summarized and integrated into the analysis of the three categories. The results of the study demonstrated the difficulty that the presence of a student with DI in higher education sets off in the teaching process, already consolidated, teachers. Also reveals that some changes are needed in the teacher's pedagogic action so that the teaching mediation happen. The conclusion establishes the importance of teaching mediation in the classroom to promote learning of the intellectual disabled student and identifies the teacher's mediation can be thought from the interweaving of a conception of learning to understand the possibility of building alternative pathways learning and development of people with a disability and a teacher planned action, that seeketh favor the student in the learning process by means of intentional, continuous and builders interactions.