A INCLUSÃO DE ALUNOS COM DEFICIÊNCIA INTELECTUAL: EM FOCO AS PRÁTICAS PEDAGÓGICAS

Abstract

This article is the result of dissertation work, presents analyzes and discussions about school inclusion and quality of education, with a view to renewing pedagogical practices and problematizes the conceptions that parents and teachers have about these precepts, which involve, especially, teaching- learning for students with Intellectual Disabilities, in the common rooms of elementary schools. Its general objective is to present and discuss pedagogical practices developed by teachers of students with intellectual disabilities in Elementary School classes. This is qualitative research, which involves teachers who sought to promote the development of quality teaching for their students. It was developed in light of the contributions of historical-cultural theory, which aimed to investigate the school reality regarding learning, or non-learning, of adolescents with Intellectual Disabilities. Through a field study, it was possible to perceive everyday school experiences, to understand and discuss them. The result of research is how much teachers seek to recognize students' efforts and can notice their growth. They seek to focus their efforts on developing potential, skills and abilities. The importance of curricular adaptation and the initial and continuing training of teachers to implement inclusion is highlighted. It is also worth highlighting the feeling of loneliness of these teachers in relation to the difficulties experienced in school inclusion.