O ensino e a aprendizagem do sujeito com deficiência intelectual
Arquivos
Data
2021-02-23
Autores
Silva, Anderson Ricardo Júnior da Rocha 
Orientadores
Cericato, Itale Luciane
Tipo
Trabalho de conclusão de curso
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Esta pesquisa propõe-se a investigar como ocorre o ensino-aprendizagem no contexto do sujeito com deficiência intelectual, isso por meio do acompanhamento das atividades promovidas pelo professor da escola da Associação de Pais e Amigos dos Excepcionais (APAE), instituição de caráter assistencial que oferece serviço especializado no atendimento de pessoas com deficiência intelectual na região metropolitana do estado de São Paulo. Para o alcance desse objetivo foi realizado um estudo de caso qualitativo, com os estudantes e professores da escola da instituição. Os dados foram coletados por meio de observações diretas e entrevistas. A deficiência intelectual é compreendida a partir da teoria de Lev Vygotsky e colaboradores em sua psicologia histórico cultural. Essa pesquisa potencializa a minha formação a medida em que oferece subsídios para uma reflexão sobre a prática docente, bem como contribui para o desenvolvimento da comunidade local e acadêmica ao identificar elementos que orientam e oferecem suporte na condução do ensino- aprendizagem de sujeitos com deficiência intelectual.
This research proposes to investigate how teaching-learning occurs in the context of the subject with intellectual disability, this through the monitoring of activities promoted by the school teacher of the Association of Parents and Friends of the Exceptional (APAE), an institution of assistance that offers a specialized service in the care of people with intellectual disabilities in the metropolitan region of the state of São Paulo. To achieve this goal, a qualitative case study was carried out with students and teachers at the institution's school. Data were collected through direct observations and interviews. Intellectual disability is understood based on the theory of Lev Vygotsky and collaborators in their historical cultural psychology. This research enhances my training as it offers subsidies for reflection on teaching practice, as well as contributing to the development of the local and academic community by identifying elements that guide and offer support in the teaching-learning of subjects with intelectual disabilities.
This research proposes to investigate how teaching-learning occurs in the context of the subject with intellectual disability, this through the monitoring of activities promoted by the school teacher of the Association of Parents and Friends of the Exceptional (APAE), an institution of assistance that offers a specialized service in the care of people with intellectual disabilities in the metropolitan region of the state of São Paulo. To achieve this goal, a qualitative case study was carried out with students and teachers at the institution's school. Data were collected through direct observations and interviews. Intellectual disability is understood based on the theory of Lev Vygotsky and collaborators in their historical cultural psychology. This research enhances my training as it offers subsidies for reflection on teaching practice, as well as contributing to the development of the local and academic community by identifying elements that guide and offer support in the teaching-learning of subjects with intelectual disabilities.