Práticas pedagógicas com ênfase na ludicidade para o ensino-aprendizagem de alunos com Transtorno do Desenvolvimento Intelectual (TDI): Caminhos para a inclusão com vista à elaboração de um livro interativo.

Abstract

This study aimed to investigate the play-based pedagogical practices employed by teachers in regular classrooms/Multifunctional Resource Rooms (Sala de Recurso Multifuncional—SRM)/tutors in the Early Years of Elementary Education for the teaching and learning of students with Intellectual Developmental Disorder – IDD (Transtorno do Desenvolvimento Intelectual—TDI), with a view to producing an interactive book. The research is classified as applied, with a qualitative approach. In terms of objectives, it is defined as exploratory. With respect to procedures, it is characterized as participant research involving a pedagogical intervention from a collaborative perspective. The fieldwork was conducted at the “Unidade de Ensino Básica Vereador Raimundo Romualdo,” located in the municipality of Paço do Lumiar, Maranhão (MA). Participants included two teachers from regular classrooms, two teachers from the SRM, and one tutor for the Early Years of Elementary Education. Instruments were as follows: observation documented in a field diary, one semi-structured interview, and a yes/no questionnaire. Data collected through the semi-structured interview were analyzed using content analysis techniques. The findings revealed that all participants had undergone some form of training in the field of special education. Among the participating teachers and the tutor, one had previously had direct contact with students with IDD, whereas four had not yet experienced such contact in their pedagogical practice. The results also evidenced unanimity among participants in recognizing playfulness as a relevant strategy for the teaching-learning process of the female student with IDD. Some challenges were reported, such as the lack of play-based resources, the scarcity of materials for production, and the lack of time for preparing these resources. To that end, it was suggested that there should be pedagogical support, training courses, better structuring of the SRM, encouragement of interactive practices, and the development of concrete materials. The intervention, from a collaborative perspective, took place in a participatory and interactive manner, with the participation of the teachers and the tutor, and was consolidated through the production of an interactive book. It was also possible to highlight the need for the implementation of public policies aimed at teacher education and at the investment of pedagogical resources for play-based pedagogical practices and inclusive education for students with Intellectual Developmental Disorder – IDD (Transtorno do Desenvolvimento Intelectual – TDI).