Processos de ensino e aprendizagem de alunos com múltiplas deficiências no AEE à luz da teoria histórico-cultural

Abstract

This work examines processes and practices for the development of learning four students with multiple disabilities enrolled in specialized educational services (SES). Is related to the project "The schooling of students with multiple disabilities in a public school in the Baixada Fluminense training of teachers and the teaching and learning" (FAPERJ Notice No. 31/2012) which integrates the research network "Schooling students with intellectual disabilities: policies, processes and cognitive assessment of learning" (OBEDUC/CAPES). The research was conducted in two multi-functional features of a public school in the city of Nova Iguaçu, Rio de Janeiro. We conducted a qualitative research, based on the methodological assumptions of action research. Through this methodology, we seek together with the teachers of the participating students, alternatives to the difficulties that have been identified, as well as interventions that create opportunities to contribute to the training and teaching practice with those subjects treated at SES. The fieldwork was developed through weekly monitoring of practices developed in the multi-functional resources room, performing concomitant meetings with teachers to discuss what was observed as well as study and theoretical development. Relevant to educational activities, we seek to understand how the areas of assistive technology and, from this, augmentative and alternative communication could be used by teachers to meet the educational needs of their students and consequently benefit the development of learning and acquisition scientific concepts. We collected data using procedures such as participant observation (with journaling field), video analysis (aimed at micro-genetic approach and using the footage as a tool) and semi-structured interviews with the teachers involved. As a theoretical framework, we use the historical-cultural perspective of Vygotsky to find in their concepts, contributions to the progress of the work and understanding the specifics of the development of these students. This investigation have emerged as key results: a) the complexity of the pedagogical work with students with multiple deficiencies in SES; b) the potential for learning these subjects present; c) the possibilities of using resources of assistive technologies and alternative communication, working as instruments of compensation in benefit of the teaching and learning processes; d) the need to invest in teachers development for the work with students with this type of involvement in SES; e) urgency of closer ties between public policies of inclusion to the reality of the students observed. At the end of the work we made considerations about the reach of the listed goals and also brought ideas and proposals regarding schooling of the pupils who have multiple deficiencies.