Deficiência intelectual e letramento: compreensão de professores de língua portuguesa dos anos finais do ensino fundamental

Abstract

The trajectory of students with intellectual disabilities (ID) in Brazil is a recurrent theme in the educational context and has generated discussions and reflections since the implementation of inclusion policies in different teaching levels. In addition to access and enrollment guarantee, the importance of inclusive education is with the commitment to the schooling of these students, in that in addition to attending the regular classroom, it must be verified that learning is happening through the literacy practices in different knowledge areas. Aiming to contribute to these reflections, this dissertation, inserted in the field of education studies, aims to characterize the perception that Portuguese language teachers, working in the final years of elementary school, have about the literacy process of students with intellectual disabilities. The study also seeks to characterize the concept of literacy and its implications; identify what the teachers' conceptions of literacy are; identify the concept of Intellectual Disabilities for these teachers and analyze the practices used by teachers for literacy of the students with intellectual disabilities based on the speech of the interviewed teachers. The concepts of literacy, intellectual disability, compensation, and schooling proposed by several authors give theoretical support to this research. It is, therefore, an exploratory qualitative study conducted through semi-structured interviews with six Portuguese language teachers from the final years of elementary school, from public and private schools, who were working with students with intellectual disabilities, from 2017 to 2019 in Bento Gonçalves. To carry out the analysis of the collected data, Bardin's content analysis was used, in which two categories emerged: a) Difficult and challenging: the teacher's "not knowing", b) "It is different". The results show that most educators seem to be unaware of the concepts of literacy as well as intellectual disability and often feel helpless in the school environment. Factors such as lack of training, non-availability of human resources and a multifunctional resource room also seem to contribute to the lack of literacy practices for students with ID. In addition, the normalizing look does not allow the teacher to pay attention to the singularities and potential, which makes it difficult to reconcile individualized care with dedication to the class; due to these conditions, there is no way to develop quality care to provide conditions for these students to fully develop, producing knowledge and becoming citizens capable of acting in the world. [resumo fornecido pelo autor]