Fonseca, Juciléia da Silva2025-01-282025-01-282021-11-23FONSECA, Juciléia da Silva. Letramento de jovens e adultos com deficiência intelectual. 2021. 148 f. Dissertação (Mestrado) - Curso de Programa de Pós-Graduação em Educação, Faculdade de Educação, Universidade Federal de Catalão, Catalão (GO), 2021.https://repositorio.ufcat.edu.br/items/92955692-18b6-4921-842a-0efd8f421311Special Education began to be contemplated by the schools of the Public Education Network in Goiás from the 1990s, with more emphasis on an inclusive perspective. Thus, considering the reality of access and permanence of students with disabilities, through enrollment in common classrooms and the provision of support services for school inclusion in the Youth and Adult Education (EJA) teaching modality, the following question emerged: how do literacy practices of students with Intellectual Disabilities occur in EJA? In this sense, the object of study of this research is the literacy practices of students with Intellectual Disabilities, in EJA. The general objective of this research is to understand and analyze the meanings and senses attributed by teachers to the literacy practices of young people and adults with Intellectual Disabilities. The specific objectives are to understand the teaching-learning process of these students; analyze literacy concepts and practices offered to students with Intellectual Disabilities; and discuss literacy practices developed with students with Intellectual Disabilities in EJA. Theoretical- methodological discussions were based on Vygotski's Historical-Cultural Theory, emphasizing the collection “The Fundamentals of Defectology” to understand the development of the individuals, especially those with Intellectual Disabilities. The research universe is 3 State Schools in the municipality of Catalão, Goias State, which offer the EJA modality. The research sample was composed of 6 teachers – 4 teachers from the common Portuguese language classroom and 2 pedagogical support teachers – who attend these students in common classrooms. Data were collected through semi-structured interviews via WhatsApp due to the impossibility of face-to-face contact during the Covid-19 pandemic, as recommended by the World Health Organization (WHO). Then, the collected information was transcribed and analyzed by the perspective of meaning cores, elaborated based on the studies of Aguiar and Ozella (2006; 2013), and on the principles of Vygotsky's Historical-Cultural Theory. The results point to the predominance of low expectations in relation to the learning of young people and adults with Intellectual Disabilities, the need for continued teacher training and the urgent social, politic and school redefinition of the teacher's role and the pedagogical literacy practices in an inclusive perspective.application/pdfptAcesso AbertoDeficiência IntelectualLetramentoTeoria Histórico-CulturalEducação de Jovens e Adultos7.08.00.00-6 EducaçãoDissertaçãoFlores, Maria Marta Lopes