Mediação pedagógica e deficiência intelectual: em cena a linguagem escrita
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Data
2018-03-07
Autores
Paixão, Katia de Moura Graça [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Segundo a Teoria Histórico-Cultural, a aprendizagem da linguagem escrita possibilita aos estudantes com deficiência intelectual o desenvolvimento cultural que impulsiona seu desenvolvimento psíquico. Entretanto, pesquisas realizadas sobre o ensino e aprendizagem deste público, evidenciam uma prática pedagógica que não possibilita ao estudante com deficiência intelectual tão pouco o acesso quanto à apropriação a linguagem escrita, tanto em escolas especiais quanto em sistemas inclusivos. Neste sentido, levanta-se a seguinte problemática: no processo de apropriação da linguagem escrita como se constitui a mediação pedagógica empreendida pelo professor? Deste modo, esta pesquisa tem como objetivo geral: investigar e analisar a mediação pedagógica a partir de uma pesquisa de intervenção envolvendo a linguagem escrita, direcionada a estudantes com deficiência intelectual, a fim de discutir o papel do professor frente a este processo. Para responder a esse objetivo, realizamos um estudo de caso, com dois estudantes com deficiência intelectual, matriculados em classes comuns, das séries iniciais do ensino fundamental, participantes de um projeto de investigação mais amplo que teve como foco as formas de ensino para a alfabetização para deste público. A partir deste projeto, nesta pesquisa, coletamos os dados de fontes documentais: laudos médicos, prontuários escolares, registros de avaliação, entrevistas com professores e pais, planos de intervenção semanal, tarefas desenvolvidas, diário de campo de visita escolar e filmagens. Do total de 27 sessões de intervenção, selecionamos as transcrições de três videogravações, dos quais três foram transcritas evidenciando a fala e as ações envolvendo pesquisadores e os sujeitos da pesquisa. Após a coleta dos dados, procedemos a análise dos laudos médicos com a finalidade de descrever o diagnóstico e os entraves deste processo; das entrevistas com as famílias e professores da escola regular dos estudantes incluídos, selecionamos as informações sobre o desempenho escolar que nos permitiram compreender, a seleção de cenas significativas que evidenciavam a mediação pedagógica, além da descrição e análise dos dados de avaliação dos estudantes durante o PADI, nas áreas da escrita, leitura, memória e linguagem oral. Realizamos uma análise dos dados a partir da perspectiva microgenética, de modo a abarcar de forma ampla a mediação pedagógica, com base nos eixos de análise: relação dialógica, ferramentas e conceitos. Os resultados obtidos no levantamento bibliográfico apontam que a maior parte das pesquisas produzidas em programas de pós-graduação no Brasil, tem como foco o estudo da aplicação de recursos de tecnologia para a aprendizagem da linguagem escrita por estudantes com deficiência intelectual, o que para nós, desloca do centro desta discussão o papel do professor. As mediações pedagógicas empreendidas nos possibilitaram identificar elementos essenciais na ação pedagógica que impulsionaram a aprendizagem dos estudantes, a criação de novos interesses e o desenvolvimento de funções psicológicas superiores que incidiram sobre o desempenho dos estudantes na escrita, leitura, linguagem oral e memória. Estes resultados nos permitem contribuir para o debate acerca do ensino da linguagem escrita para estudantes com deficiência intelectual, para além da defesa de um método de alfabetização, tendo em vista que o desenvolvimento das funções psíquicas superiores é o começo e o fim da mediação pedagógica empreendida.
According to the Historical-Cultural Theory, the learning of written language enables students with intellectual disabilities or cultural development their psychic development. The teaching and learning of the public show us pedagogical experience that is not the possibility of schooling with intellectual disability who have little access of written language, both in public system of education and private schools. From that, we put the question: does the process of appropriation of written language constitute the pedagogical mediation undertaken by the teacher? The research has a general goal, which is investigate and analyze a pedagogical mediation from an intervention research involving a written language take from to students with intellectual disabilities, in order to discuss the teacher's role in this process. To answer this objective, we analyses an empirical research with two students who have intellectual disabilities, both are students from the same classes and in elementary school, of a broader research project, which has focused on literacy teaching methods. We collected data by documentary sources; for example, medical reports, school records, evaluation records, interviews with teachers and parents, weekly intervention plans, developed tasks, field visit diary and filming. Of 27 sections, was selected three videotapes transcript, of which three transcribed strips evidencing a speech and as actions involving researchers and individuals who participated from research process. Besides that, we analyses the medical diagnostics to describe the diagnostics and their problems into practice. The interviews with the families and the teachers of the regular school of the included students was selected as information about the school performance and our results. It demonstrate a selection of significant scenes that evidenced a pedagogical mediation, besides the description and analysis of the evaluation data of the students during the PADI, in the areas of writing, reading, memory and oral language. We does an analysis of the data from the microgenetic perspective. The understood of pedagogical mediation is our main goal. The analyses based on the principle analysis of dialogic relation, their tools and concepts. The results show us a bibliographical survey that most of the researches produced in postgraduate programs in Brazil, focus is the study of the application of technology resources for the learning of written language by students with intellectual disabilities. However, this draw attention focus on the leading work by the teacher. Social media, learning, oral language and memory, learning, learning, learning, education, education and education, education and education. These results are for conversion to the debate on the teaching of written language for students with intellectual disabilities. We propose a method of literacy, in which the main view is the development of higher psychic functions, because it is the most important in process of pedagogical mediation.
According to the Historical-Cultural Theory, the learning of written language enables students with intellectual disabilities or cultural development their psychic development. The teaching and learning of the public show us pedagogical experience that is not the possibility of schooling with intellectual disability who have little access of written language, both in public system of education and private schools. From that, we put the question: does the process of appropriation of written language constitute the pedagogical mediation undertaken by the teacher? The research has a general goal, which is investigate and analyze a pedagogical mediation from an intervention research involving a written language take from to students with intellectual disabilities, in order to discuss the teacher's role in this process. To answer this objective, we analyses an empirical research with two students who have intellectual disabilities, both are students from the same classes and in elementary school, of a broader research project, which has focused on literacy teaching methods. We collected data by documentary sources; for example, medical reports, school records, evaluation records, interviews with teachers and parents, weekly intervention plans, developed tasks, field visit diary and filming. Of 27 sections, was selected three videotapes transcript, of which three transcribed strips evidencing a speech and as actions involving researchers and individuals who participated from research process. Besides that, we analyses the medical diagnostics to describe the diagnostics and their problems into practice. The interviews with the families and the teachers of the regular school of the included students was selected as information about the school performance and our results. It demonstrate a selection of significant scenes that evidenced a pedagogical mediation, besides the description and analysis of the evaluation data of the students during the PADI, in the areas of writing, reading, memory and oral language. We does an analysis of the data from the microgenetic perspective. The understood of pedagogical mediation is our main goal. The analyses based on the principle analysis of dialogic relation, their tools and concepts. The results show us a bibliographical survey that most of the researches produced in postgraduate programs in Brazil, focus is the study of the application of technology resources for the learning of written language by students with intellectual disabilities. However, this draw attention focus on the leading work by the teacher. Social media, learning, oral language and memory, learning, learning, learning, education, education and education, education and education. These results are for conversion to the debate on the teaching of written language for students with intellectual disabilities. We propose a method of literacy, in which the main view is the development of higher psychic functions, because it is the most important in process of pedagogical mediation.
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Palavras-chave
Mediação pedagógica, Deficiência intelectual, Linguagem escrita, Teoria histórico-cultural, Pedagogical mediation, Intellectual disability, Written language, Historical-cultural theory