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Navegando Doutorado em Educação por Autor "Aguiar, Ana Marta Bianchi de"

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    Calcanhar de Aquiles : a avaliação do aluno com deficiência intelectual no contexto escolar
    (Universidade Federal do Espírito Santo, 2015-02-12) Aguiar, Ana Marta Bianchi de; Jesus, Denise Meyrelles de; Givigi, Rosana Carla do Nascimento; Anache, Alexandra Ayach; Victor, Sonia Lopes; Simões, Regina Helena Silva
    This study aims at building spaces for reflection with elementary school professionals by questioning the assessment processes experienced in the schools regarding students with intellectual disabilities and by developing inclusive pedagogical practices. It also aims at discussing these processes in order to identify the possibilities and challenges present during the identification, planning and production process of students with intellectual disabilities. The study discusses productions by researchers who advocate the idea that the school inclusion process implies access to school, as well as permanence and the right to acquire knowledge that is socially produced. It supported by theoretical contributions by Vygotsky and other theoreticians of the cultural historical perspective in order to try to understand the current schooling processes. Collaborative critical action research was adopted as theoretical-methodological framework, which maintains that, through scientific research, one can produce knowledge about social reality, promote changes in challenging situations, and involve study individuals into continuing education processes. The data collection process took place between March 2012 and December 2013. In order to carry out the study, two correlated fronts were adopted: The first one borrows from the ongoing national investigation carried out by the Brazilian Observatory on Special Education (ONEESP), involving teachers of Multifunctional Resource Classrooms in the Cities of Vitoria and Serra, both in the State of Espírito Santo, Brazil. The second front was in a public municipal primary school in Serra, ES, involving teachers, pedagogues, principals, and 4th to 8th grade students. This initial link to ONEESP is justified by the fact that assessment is one of the themes investigated by the Observatory. The results show the need of making the issue assessment more present in continuing education for school professionals. This is clear mainly because this investigation has shown teachers’ difficulty to cope with assessment to identify, plan and evaluate students’ production. The study noticed the valorization of clinical reports and the categorizing evaluation of pedagogical activity. It also identified assessment that is not related to ways to think of intervention with students, especially those with intellectual disabilities. These factors can represent impeditive elements for students to succeed in their educational journey. On the other hand, this theme can be used to support continuing education strategies. The study shows that through collaborative and critical action among school professionals it was possible to develop strategies to grant students with intellectual disabilities the right to learn in a regular school.