O acesso curricular para alunos(as) com deficiência intelectual na rede regular de ensino: a prática pedagógica na sala de recursos como eixo para análise

Abstract

Analysis of the access of a student with intellectual disability to regular educational curriculum in the education system of the town administration in Sao Luis/MA. The resource room was the main source which is the fundamental support for the curriculum access of the student with disability in the inclusive education context. In order to reveal the studied subject some essential items were considered such as the theoretical and methodological frameworks that support the pedagogical practice in the resource room and its impacts on the inclusion of the students with disabilities is the educational system. Based on scholars connected to the cultural-historical approach, pedagogical practice elements of the mentioned room were revealed to demystify the excluding school practices masqueraded as a non possibility of learning to the students with disability. Nevertheless the possibility of a dialogue between the authors not connected to the approach was not put aside. The study focuses upon the analysis of the curricular access issue of the students by the apprehension of the grounded theories in a systematic perspective connected to the objective conditions of the capitalist society and its inclusive education. Therefore a historical approach is needed in order to outline the special needs education history in the educational system of the town administration previously mentioned from its beginning to the final stage of this study besides the reflections about which theoretical and methodological frameworks are important to the pedagogical mediation in the resource room for students with intellectual disability. The main source for the qualitative research was a work developed in a resource room of the educational system of the town administration in Sao Luis/MA along with the political-pedagogical movement of this institution as a source of the theory-practice discussion. The main methodological procedure was the observation of the actual reality and the use of semi-structured interviews with resource and regular room teachers, pedagogical coordinator, principal, special education supervisor and personnel. One believes that there are more items to analyze the extent to which the resource rooms have increased the possibilities of access of the students to the curriculum, and therefore the impacts concerning their psychological and cognitive ability demand. Three categories of analysis were chosen from the interviews according to the room functional aspects: inclusion, learning and curriculum access. Considering the accurate services in the resource room provided for students with intellectual disability and its relationship with their access to general education classrooms, these categories the keys for the methodological aspects of the analyses in the present study. As a result of that aspect it was possible to verify that despite the service improvements provided for the students with intellectual disability concerning the pedagogical practices in the resource room enabling them to access the regular education, in the school where this study was carried out, however, there is certain distance in the room in regard to its objectives and the theoretical and methodological frameworks.