A prática pedagógica do professor de apoio à inclusão escolar de estudantes com deficiência intelectual

Abstract

This research presents theoretical reflections on the pedagogical practices of support teachers in the process of including people with intellectual disabilities in education. Thus, this research has the following research problem: How does the pedagogical practice of the support teacher impact the process of inclusion of students with intellectual disabilities in regular schools in the final years of Elementary and High School in Catalão-GO? We do not intend to exhaust the discussions about the role of education professionals in relation to educational policy in guaranteeing the rights of people with disabilities, but rather to contribute to the academic debate about this role in public policy. In this way, this research seeks to understand how the pedagogical practices developed by support teachers impact the schooling process of students with intellectual disabilities, within the perspective of inclusive education, analyzing the conditions that permeate the historical process of education policy. inclusive, observing the process of inclusion and development of teaching and learning processes, from the perspective of analyzing pedagogical training and educational practices developed by this professional, thus analyzing and reflecting on the methodologies, historical foundations and epistemological aspects that support the pedagogical work of support teachers. The research is supported by the theoretical-methodological framework based on the assumptions of the historical-cultural theory, especially on the Vygotskian concept of mediation, we seek to understand and analyze the possibilities, challenges and contradictions present in the pedagogical work of teachers to support the inclusion of people with intellectual disabilities. To this end, we carried out qualitative research, with a descriptive-analytical approach, of the field research type. Based on the assumptions of Vygotsky's historical-cultural theory, so that the phenomenon can be understood in its entirety, with the aim of investigating the school inclusion and pedagogical practice of support teachers in regular schools in Catalão-Go, who They work in state schools in the final years of elementary and high school. The results showed that there is no single pedagogical practice and that Collaborative Teaching in the schools researched is still little known, demonstrating the need for continued training on this teaching methodology for support teachers and teaching staff. We have a fragmentation in the pedagogical practice of the support teacher who, often, works alone in the search to provide and assist in the schooling of students with disabilities within the perspective of school inclusion. Therefore, it was possible to observe that the pedagogical practice of the support teacher has a direct impact on the development and schooling of students with intellectual disabilities, as based on their daily work between support teacher and student and the daily school life into which this student is inserted that it was possible to observe advances and setbacks in the process of learning and school inclusion.