Prática inclusiva no ensino da matemática: aluno com deficiência intelectual no atendimento educacional especializado - AEE

• Maria Aparecida Marcelino Patricio ; Eduardo Gomes Onofre ^[1] ; Vanessa da Cruz Alexandrino ^[2]
  1. [1] Universidade Estadual da Paraíba

     Universidade Estadual da Paraíba

     Brasil

     
  2. [2] Universidade Federal da Paraíba

     Universidade Federal da Paraíba

     Brasil

     
• Localización: Revista Inclusiones: Revista de Humanidades y Ciencias Sociales, ISSN-e 0719-4706, Vol. 8, Nº. Extra 17 (octubre-diciembre), 2021 (Ejemplar dedicado a: El estudiante con discapacidad en la educación brasileña.), págs. 20-44
• Idioma: portugués
• Títulos paralelos:
  • Inclusive practice in mathematics teaching: student with intellectual deficiency in specialized educational care - AEE
• Enlaces
  • Texto completo
• Resumen
  • português

    A presente pesquisa tem como objetivo principal investigar Planos de Atendimento Educacional Especializado (AEE), elaborados para alunos com deficiência intelectual, que têm como foco o processo de ensino-aprendizagem de conteúdos matemáticos. Foram analisados 5 Planos de AEE de professores que trabalham em uma escola pública do estado da Paraíba, Brasil. Referindo-se a metodologia, foi realizada uma pesquisa descritiva com uma abordagem qualitativa, tendo a análise documental como instrumento para a coleta dos dados. Os resultados demonstraram que os Planos de AEE analisados não associavam os recursos pedagógicos as atividades que deveriam ser desenvolvidas, assim como não relacionavam os objetivos com as metas previstas para o processo de ensino-aprendizagem do aluno com deficiência intelectual. Concluímos que é importante investir em uma formação continua para os docentes do AEE que tenha um maior foco na elaboração do Plano de AEE.

  • English

    This research has as a main objective to investigate inclusive pedagogical practices that mediate the teaching-learning process of mathematical contents, beside students with intellectual disabilities who receive Specialized Educational Assistance (SEA) offered in the Multifunctional Resource Rooms, at public schools in the municipality of Queimadas, Paraíba, Brazil. Referring to the methodology, a descriptive research was carried out with a qualitative approach, with the semi-structured interview and the documentary analysis as instruments for data collection. This interview was applied with five teachers who worked in the SEA rooms, from August to October 2018. The interview was divided into two sections, the first to collect personal and professional data and the second to collect data related to the teaching- learning process of students with intellectual disabilities in mathematics. The documentary analysis is based on the analysis carried out in the SEA Plans prepared by the teachers that participated in the present research. The results of the interviews indicated that the difficulties encountered by SAE teachers in promoting meetings with teachers of regular classes end up compromising the pedagogical practices of mathematics in the common classroom. Regarding the use of pedagogical resources in the teaching-learning process of mathematical content, the research participants reported that they make use of several manual and digital resources, including in the assessment of learning. Regarding the analysis of SEA Plans, we found that the collaborators in the present research demonstrate difficulties in defining resources that would be applied and elaborating the activities, as well as aligning the objectives with the goals foreseen in the student's teachinglearning process with intellectual disability. We conclude the importance of reinforcing the need to better invest in continuous training for SEA teachers, so that they become multipliers of actions in the school space, based on the realization of plans in conjunction with teachers in the common classroom.