Avaliação multirreferencial e educação especial : a transição de crianças com deficiência intelectual da educação infantil para o ensino fundamental
Nenhuma Miniatura disponível
Data
2025-10-07
Autores
Matiazzi, Shellen de Lima
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Federal do Espírito Santo
Resumo
This research aims to evaluate the elements that influence the transition of children with intellectual disabilities from Early Childhood Education to Elementary Education within the context of two public schools in the Vitória Municipal School System, Espírito Santo (Brazil), and to develop actions to support this process from an inclusive perspective. It adopts as theoretical references the Sociology of Knowledge of Boaventura de Sousa Santos (2007, 2008, 2018), Jacques Ardoino (1998) concept of Multireferentiality, and theoretical contributions in the fields of Special Education and Educational Assessment. Methodologically, the study is based on qualitative assumptions and on the Symbolic Cartography of Social Representations (Santos, 1988), employing the following procedures: a) requests to relevant authorities for data collection; b) presentation of the research to schools and the children's guardians; c) participant observation; d) reflective and formative dialogues with participants. The research setting comprises a Municipal Early Childhood Education Center (Cmei) and a Municipal Elementary School (Emef), both located in a peripheral neighborhood of Vitória/ES. It involves Group VI classes (final stage of Early Childhood Education) and 1st-year classes (initial stage of Elementary Education). Data were collected from August to December 2023 in Early Childhood Education and from February to July 2024 in Elementary Education, following the transition process between these educational stages. The study participants include regular education teachers from the involved classes, special education teachers, school coordinators, principals, families, and children. The study analyzes symbolic maps produced within the school contexts and, based on them, explores the epistemology of doubt as a catalyst for reflection, encouraging participants to rethink their initial interpretations. As a result, the research supports the thesis of multireferential assessment as a means of understanding the elements necessary for the transition of children, including those with intellectual disabilities, between educational stages, through reflective assessment conducted by professionals from both levels of education and other stakeholders. Key areas analyzed include: conceptions of Early Childhood and Elementary Education and the necessary articulation between them; organizational practices of educational institutions; curricula and pedagogical practices; support networks and ongoing teacher training, considering the transition process in interface with Special Education. The investigation culminates in a symbolic cartography highlighting the role of multireferential assessment in the development of public policies and pedagogical practices that address the necessary conditions for effective teaching during the transition process of children with intellectual disabilities, aiming at a democratic and inclusive school for all
Descrição
Palavras-chave
Educação especial , Deficiência intelectual , Avaliação , Transição da Educação Infantil para o Ensino fundamental , Special Education , Intellectual Disability , Assessment , Transition from Early Childhood Education to Elementary Education