Inclusão escolar de alunos com deficiência intelectual: prática docente nos anos iniciais do ensino fundamental público ludovicense

Abstract

Inclusive education is based on the principle that all students have the same learning opportunities and the school is open to diversity. From the perspective of a teaching practice that meets the needs and differences of students in the teaching-learning process, considering the development of competences and skills of all students. The main goal was to analyze how the teaching practice occurred in the school inclusion of students with intellectual disabilities in the initial years of public elementary education in São Luís. It was characterized as a field, documentary, descriptive, quantitative and qualitative research, based on elements of the dialectical method. The participants in this research were 14 teachers from two Basic Education Units of the São Luís municipal public system, female, with an average age of 45.3 and with a predominant education in Pedagogy. These Units were chosen over others, as they have the largest number of students with intellectual disabilities regularly enrolled in the initial grades of elementary school, compared to other schools. In the data collection, written and official documents and semi-structured interviews were used, which was submitted to the analysis of the teachers' discourse. The results pointed to an engagement on the part of the participants in developing teaching practices to include everyone, as they conceived inclusion as a right of all and of great relevance for the broad development of students with intellectual disabilities. The teachers carried out pedagogical practices with the purpose of evaluating the levels of development and learning of students with intellectual disabilities and structured the educational planning, based on individualized and differentiated pedagogical activities with recurrent use of small curricular adaptations aimed at this audience. Although there were specific actions for students with intellectual disabilities, the teachers still did not consider that school inclusion occurred effectively in the schools surveyed due to some challenges such as the shortage and inadequacies of teacher training, room with a large number of students, shortage of human and pedagogical resources and the need for greater monitoring and assistance from the teams of the Municipal Education Department. It was concluded that despite the challenges pointed out by the participants, there is an important advance in the development of teaching practices aimed at the inclusion of students with intellectual disabilities in the initial years of public elementary education in São Luís.