Práticas educativas na educação integral: estudo de caso de uma estudante com deficiência múltipla no ensino médio

Abstract

This study aimed to investigate the pedagogical practices used in the educational field for the inclusion of students with multiple disabilities enrolled in the 3rd grade of high school, as well as to carry out an intervention project in the face of challenges in teaching in Integral Education, bringing accessible possibilities in inclusion. The scenario for this, had the co-participation of a public school of the state education network of Espírito Santo that currently works in Integral Education. In data collection, we explored the bibliographic study and field research with a case study, carrying out participant observations in the school environment, mainly in the classroom. We had the collaboration of four teachers, the Specialized Educational Care (AEE) teacher, the pedagogue and the mother for the semi-structured interview, participation in AEE sessions and classes, recording them in audios, in the logbook and through of photographs. The analysis of the dialogues discussed in the research was based on the theory of the cultural historical perspective elaborated by Vygotsky, in which he makes it clear that we are cultural, social beings and we constitute ourselves in and through the environment. In his legacy are also contributions about people with disabilities, in the important role of the school and the teacher. During the study, we highlighted the accessible practical activities developed in the disciplines of Geography, Portuguese Language, Mathematics and Chemistry, presenting possibilities and showing the difficulties throughout the process. With the application of the intervention project, we were able to explore the various proposals accessible in writing classes for the Letrus platform. For the categories of analysis, we used the categorization by Bardin (1984) for the investigations of the study carried out.