Deficiência intelectual e mediação docente: concepções e práticas no atendimento educacional especializado (AEE).

Abstract

The subjective public right to education is in the Brazilian legal system, but still faces limits on its incorporation into school social practices. The architectural, communication and, above all, the attitudinal barriers cause damages in relation to access and permanence in school, with the appropriation of the school knowledge, by the individuals in situation of disability. In this context, the analysis of the subjective dimension of education assumes a relevant position, which justifies this qualitative and socio-historical approach. The general objective was to analyze the conceptions of teachers of the Specialized Educational Assistance (AEE) about the disability and the intellectual disability and its implications for pedagogical mediation in the teaching-learning context of AEE. These teachers, the students and their parents were the subjects of our research. The instruments were questionnaires, semi-structured interviews and participant observations from AEE sessions, whose information were analyzed under perspectives of critical-dialectical pedagogies. Based on data analysis, we have observed the hybridization of paradigms on disability, with a strong presence of aspects of cultural deprivation, and the fragile knowledge about intellectual deficiency, configured mainly by experiential knowledge, which influence the production of types of mediation evasive and coercive. The paradigm of social construction and the definition of intellectual disability by the difficulties in the triad of cognitive functioning, adaptive behavior and social aspects, which arise with less incidence and interfere in the construction of the type of successful and qualified mediation in the social interactions of AEE. The pedagogical implications of the research point to the need to produce better qualified teacher education policies that focus on the conceptions of disability and intellectual disability and the cognitive development of ISDI, and which highlight the ways in which teacher conceptions and mediations impact the intersubjective constitution of the subjects, intensifying the school reproduction of the ideology of the deficiency/normality or problematizing it, with the contribution of the school and the teachers as social agents essential to the construction of the school model in unequal societies.