Entre escolas : a trajetória escolar de estudantes com deficiência intelectual a partir da percepção das mães

Abstract

The schooling of the intellectual disabled is a recurring theme in the educational context and it has raised numerous concerns and considerations on its regard. Studies on the subject, commonly address the issue from teachers and legislation's perspective that aims to ensure the education of the disabled. In order to contribute with the reflections from another perspective, this dissertation, part of the field of Education studies, aims to analyze how mothers perceive the schooling process of their intellectually disabled child. The study also tries to trace the school history of the student between regular school and special school, to identify aspects that sustain the family's choices regarding this path. The objective was also to identify principles that contribute to the student with intellectual disabilities' educational process. The research consists of a qualitative study of exploratory nature, based on the premises of Vigotski's Historical-Cultural Psychology, particularly his studies on Defectology and counted with interviews as a data construction tool. Interviews were conducted with six mothers of students with intellectual disabilities, aged between 10 and 17 years old, residing in the city of Caxias do Sul. For carrying out the analysis of the collected data, Bardin's content analysis was used, in which four categories were identified: a) Trajectory School, b) Perceptions of mothers towards the child, c) Perceptions of mothers regarding the teachers and d) Perception of mothers regarding Inclusion. The results indicate that the schooling of intellectual disabled people constitutes a path permeated by difficulties and achievements from both the student and the family and school. The speeches of mothers reveal an educational panorama still ruled by the traditional model, in which stands the pursuit for a standardization of the student, but also, in an incipient way, there is movement on the part of some parents and teachers that look for a reformulation of this scene by constructing different possibilities for schooling ID people.