Deficiência intelectual e prática docente: reflexões teórico-práticas

Abstract

This article is part of the context of continuing teacher training, focused on the theme of literacy for children with intellectual disabilities. It aims to discuss issues related to the school inclusion process of children with ID, dealing with the influence of the biomedical model on the ways of conceiving intellectual disability, the ID classification system, the conception that students with ID have different learning possibilities , in addition to proposing reflections on the conceptions of the teachers participating in this study. The research has a qualitative, exploratory approach, with an interventional and collaborative characteristic, carried out in the context of a public school in João Pessoa-PB. The formative moments occurred with reflective professional repertoires in face of the educational practice. Data were collected through questionnaires, interviews, as well as participant observation of the meetings, in which three videos were shown to facilitate and mediate contact with the study themes. As a result, it was found that, in the school space, the biomedical model of disability is still very ingrained in educators. This thought is reductionist, as its focus is directed only to the physical, organic issues that cause the “abnormality”. It is necessary to reflect that in order to teach literacy to a student with an intellectual disability, it is necessary to base it on the differences that the process may present and from these to build a pedagogical practice that inserts everyone without distinction.