Avaliação escolar de pessoas com deficiência intelectual na rede pública

Abstract

According to the last census carried oud by the Instituto Brasileiro de Geografia Estatítica (IBGE), the investigation showed that citizens with disabilities in Brazil were estimated at 18,6 million individuals, over two years of age. Which refers to 8,9% of the population in this age group. The representation is part of the National Household Sample Survey (PNAD) PNAD date also show that people of the disabilities are less included in the job market, in schools – and, consequently, have more difficult access to income. According to the survey, the illiteracy racy rate for people with disabilities was 19,5%, while for people with disabilities was 19,5%, while for people without disabilities it 4,1%. Regular schools in the state public network develop activities that include special education from an inclusive perspective, that seek to ensure the participation and learning of all students, regardless of their abilities, individual needs or characteristics, Students with intellectual disabilities (DI) are enrolled in common classrooms and in Specialized Educational Assistance (AEE) classrooms. In this way, this research work brings the following problem: how is the school evaluation of people with intellectual deference in schooling? Faced with this problem, the objectives presented are to understand how the school evaluation process takes place, in the schooling of students with intellectual disabilities, to investigate and identify the way that the evolution of students has happened, to observe and examine the way that that evaluation of students has happened, to observe and examine the was that evaluations subsidize teachers in relation to future pedagogical practices, verify and analyze the criteria that teachers use to evaluate students with intellectual disabilities. As a methodological process, it was carried out through qualitative research, using instruments to collect data. This work was motivated by the need to carry out a study on how the school evaluation of people with intellectual disabilities takes place, since this a topic that has been widely discussed in the field of inclusion. The research took place in a state public school. Six students with intellectual disabilities participated in this research, with medical reports, enrolled in common classrooms, three support teachers for inclusion, three regent teachers, who work in classrooms in which these students are enrolled, as AEE teacher who attends these students after school hours, in the Multifunctional Resource Room. Information was collected through instruments such as semi-structured interviews, participatory observation, and document analysis. All these instruments helped to demonstrate the daily appurtenances, which present the school evaluation process of students with intellectual disabilities. The analyzes indicate the following categories: Assessment as a promoter of learning. The results found from the conclusions of the analyzes, present a context about the evaluation, where the teachers evaluate not only the academic knowledge, but also the entire process of learning and growth of these students, valuing their evolution and their evolution and it is their potential. This a continuous process, and it is through this process that teachers realize that the student may or may not be promoted to the next grade.