Alfabetização de alunos com Síndrome de Down: um estudo de produções acadêmicas brasileiras
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Data
2021-11-29
Autores
Moura, Gabriela Molina [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A educação é um dos pilares fundamentais de uma sociedade, pois é por meio desta que se formam os futuros cidadãos. Sendo assim, a construção de um ambiente educacional para todos, no qual aconteça o aprendizado e se combata a exclusão, é um compromisso que o Brasil assumiu há décadas, por meio da Constituição Federal de 1988, pela Lei de Diretrizes e Bases da Educação 9.394/96, Lei Brasileira de Inclusão da Pessoa com Deficiência de 2015, bem como pela Política Nacional de Educação Especial na Perspectiva Inclusiva, de 2008. Dessa forma, este trabalho tem por objetivo identificar e analisar o que dizem as teses e dissertações sobre a alfabetização de alunos com síndrome de Down no ensino fundamental I, a partir de 2008. Esta síndrome está relacionada a uma anormalidade na constituição cromossômica que ocorre no momento ou após a concepção. Uma das características mais comuns é a deficiência intelectual marcada pelo desenvolvimento da linguagem com aparentes dificuldades comunicacionais, tornando-se necessário utilizar métodos de ensino adequados na intervenção educacional, principalmente no que diz respeito à alfabetização. O caminho metodológico seguiu os procedimentos técnicos da pesquisa bibliográfica, e se pautou na abordagem qualitativa. A coleta de dados ocorreu no primeiro semestre do ano de 2020 e foi realizada na base de dados da Biblioteca Digital de Teses e Dissertações (BDTD), por se tratar de um portal de domínio público e por conter um acervo de suma importância para a disseminação de pesquisas nacionais. Os descritores utilizados se deram pela combinação de palavras-chave – síndrome de Down, alfabetização, letramento e leitura/escrita. Com isso, foram encontrados 37 estudos, porém, de acordo com os critérios de inclusão, foram selecionados sete, sendo seis dissertações e uma tese. Salienta-se que os critérios de inclusão contemplaram os estudos que fossem ao encontro dos objetivos propostos desta pesquisa e que respondessem às perguntas norteadoras, de forma a atender pelo menos a dois critérios destas. Os dados foram analisados sob um conjunto de quatro categorias descritivas que abordaram a respeito das contribuições emergidas de cada estudo para alfabetização dos alunos com SD; perspectivas teóricas; estratégias/métodos de ensino e como o professor promove as atividades de alfabetização para esses alunos. Os resultados dessas categorias apontaram que os métodos mais utilizados foram o sintético, pautando-se nas habilidades fônicas, e o global, enfatizando a discriminação visuoespacial. Ainda, não houve consenso sobre a melhor estratégia de ensino, sendo ressaltado nessas pesquisas a importância da formação do professor para atuar em contextos inclusivos, aprender a agir na Zona de Desenvolvimento Proximal dos alunos, organizando-os em grupos de acordo com seus diferentes saberes, propor projetos e atividades específicas e diferenciadas, levando em consideração as características dos estudantes com SD, associando estímulos visuais e sonoros na sua alfabetização e estimulá-los desde a Educação Infantil.
Education is one of the fundamental pillars of a society, because it is through education that future citizens are formed. Thus, the construction of an educational environment for all, in which learning takes place and exclusion is fought is a commitment that Brazil assumed decades ago through the Federal Constitution of 1988, the Law of Directives and Basis of Education 9.394/96, the Brazilian Law of Inclusion of Persons with Disabilities of 2015, as well as the National Policy of Special Education from the Inclusive Perspective, of 2008. Thus, this work aims to identify and analyze what the theses and dissertations say about the literacy of students with Down syndrome in elementary education I, from 2008.This syndrome is related to an abnormality in the chromosomal constitution that occurs at the time or after conception. One of the most common characteristics is the intellectual disability marked by language development with apparent communication difficulties, making it necessary to use appropriate teaching methods in educational intervention, especially with regard to literacy. The methodological path followed the technical procedures of bibliographic research, and was based on the qualitative approach. Data collection occurred in the first semester of 2020 and was carried out in the database of the Biblioteca Digital de Teses e Dissertações (BDTD) because it is a Public Domain Portal and because it contains a collection of great importance for the dissemination of national research. The descriptors used were given by the combination of keywords - Down syndrome, literacy, literacy and reading/writing. Thus, 37 studies were found, but according to the inclusion criteria, seven were selected, being six dissertations and one thesis. It is noteworthy that the inclusion criteria contemplated the studies that met the proposed objectives of this research and that answered the guiding questions, in order to meet at least two of these criteria. Data were analyzed under a set of four descriptive categories that addressed the contributions that emerged from each study for the literacy of students with DS; theoretical perspectives; teaching strategies/methods and how the teacher promotes literacy activities for these students. The results of these categories showed that the most used methods were the synthetic based on phonic skills and the global one, emphasizing visuospatial discrimination. Still, there was no consensus on the best teaching strategy, and the importance of teacher training to work in inclusive contexts, learning to act in the Proximal Development Zone of students, organizing them into groups according to their different knowledge, being highlighted in these studies, projects, specific and differentiated activities taking into account the characteristics of students with DS, associating visual and sound stimuli in their literacy and stimulating them from Kindergarten
Education is one of the fundamental pillars of a society, because it is through education that future citizens are formed. Thus, the construction of an educational environment for all, in which learning takes place and exclusion is fought is a commitment that Brazil assumed decades ago through the Federal Constitution of 1988, the Law of Directives and Basis of Education 9.394/96, the Brazilian Law of Inclusion of Persons with Disabilities of 2015, as well as the National Policy of Special Education from the Inclusive Perspective, of 2008. Thus, this work aims to identify and analyze what the theses and dissertations say about the literacy of students with Down syndrome in elementary education I, from 2008.This syndrome is related to an abnormality in the chromosomal constitution that occurs at the time or after conception. One of the most common characteristics is the intellectual disability marked by language development with apparent communication difficulties, making it necessary to use appropriate teaching methods in educational intervention, especially with regard to literacy. The methodological path followed the technical procedures of bibliographic research, and was based on the qualitative approach. Data collection occurred in the first semester of 2020 and was carried out in the database of the Biblioteca Digital de Teses e Dissertações (BDTD) because it is a Public Domain Portal and because it contains a collection of great importance for the dissemination of national research. The descriptors used were given by the combination of keywords - Down syndrome, literacy, literacy and reading/writing. Thus, 37 studies were found, but according to the inclusion criteria, seven were selected, being six dissertations and one thesis. It is noteworthy that the inclusion criteria contemplated the studies that met the proposed objectives of this research and that answered the guiding questions, in order to meet at least two of these criteria. Data were analyzed under a set of four descriptive categories that addressed the contributions that emerged from each study for the literacy of students with DS; theoretical perspectives; teaching strategies/methods and how the teacher promotes literacy activities for these students. The results of these categories showed that the most used methods were the synthetic based on phonic skills and the global one, emphasizing visuospatial discrimination. Still, there was no consensus on the best teaching strategy, and the importance of teacher training to work in inclusive contexts, learning to act in the Proximal Development Zone of students, organizing them into groups according to their different knowledge, being highlighted in these studies, projects, specific and differentiated activities taking into account the characteristics of students with DS, associating visual and sound stimuli in their literacy and stimulating them from Kindergarten
Descrição
Palavras-chave
Alfabetização, Estratégias de ensino, Síndrome de Down, Literacy, Teaching strategies, Down Syndrome