Mediação pedagógica com alfabetização, letramento e subjetivação na educação inclusiva.

Abstract

This research was motivated by the discourse of difference and the defense of building societies and schools that are welcoming to subjects and their singular subjectivities. It is because the school is understood as a locus for legitimating knowledge and constituting subjects through education as a subjective, inalienable right. The object of this investigation was the analysis of pedagogical mediation in initial reading instruction and literacy in its relationship with the subjectivity and subjectivities of students with intellectual disabilities in the context of inclusive education in the town of Queimadas, PB, Brazil. The research was a qualitative case study with socio-historical orientation. As for the theoretical and methodological references, it resorts to the paradigms of disability as a social construction; the dialogical model of initial reading instruction and literacy, with the Psychogenesis of Written Language and the New Studies of Literacy, as well as the socio-historical approach to learning. This research involved two 1st and 2nd elementary-school-year students with intellectual disabilities — initial years, their parents and teachers in different classes. The results indicate the school’s contribution to the reproduction of the disability/normality ideology in the field of literacy in intra-class social relations, supported by the concepts of disability as cultural deprivation and literacy as a system of codes and an autonomous complex ability. We note the predominance of segregating-conformist teaching mediation in large-group interactions with individuals with intellectual disabilities expressed by the denial of action on writing, unlike it is with students without disabilities, who are authorized to do so. Otherwise, affirmative-resistance mediation was present in face-to-face interactions. The presence of the caregiver in the classroom contributed in this direction by configuring parallel pedagogical actions in the classroom and with an emphasis on the differentiation of the subjects by the criterion of normality/disability, to the detriment of the construction of knowledge socially mediated by all the subjects involved and considering the zones of proximal development of each one. We conclude that subjectivities were reframed in the context of face-to-face mediation, unlike what occurred in large group mediation, in which there was a predominance of differentiation processes, by the normality / deficiency criterion and not by the subjects' ZDP, to the detriment integration processes. The presence of two teachers per classroom, articulating the actions between the subjects, through integration and differentiation processes, is an important pedagogical implication of this investigation.