Por que ninguém me ensina a ler? Eventos e práticas de letramento de pessoas com deficiência intelectual em dissertações do Catálogo CAPES.

Abstract

The general objective of this research was to analyze how literacy events and practices performed by people with intellectual disabilities within the Specialized Educational Service (SES) contribute to their learning to read and their school and social in(ex)clusion. It was carried out in the research line Educational Practices and Diversity, of the Academic Master's Degree in Education at Federal University of Campina Grande, under the form of bibliographic research, in a corpus composed of productions published in CAPES's Theses and Dissertations Catalog. As for the theoretical references, the investigation was based on the New Literacy Studies, on studies about the socio-historical constitution of disability and the education of people with disabilities in Brazil. Furthermore, it was guided by the legal support of the Specialized Educational Service, aimed at people with disabilities, relating to the prerogatives of the (SES), with the pedagogical practices developed with/by people with intellectual disabilities based on literacy. As a result, the data indicated that, within the scope of the (SES), the events and practices of literacy contribute both to learning and to the social inclusion of people with intellectual disabilities, when mediated from a plan previously attentive to the subjectivities of students and that seeks to motivate them through challenging and stimulating activities. On the other hand, when carried out in an improvised, individualized, and repetitive way, when the strategies for reading, writing, and understanding texts are far from the social meanings of writing and the subjectivity of people with intellectual disabilities, the events and practices of literacy contribute to the perpetuation of a pedagogy of denial of school learning and inclusion of these people. As pedagogical and academic contributions, we propose to teachers of basic education, reflections about the planning and execution of their practices, as well as another path to social research in education, by developing a critical analysis of data extracted from other research but taken under lenses and objectives different from the original researches. We also present a more objective research possibility in the CAPES Theses and Dissertations Catalog. We conclude by affirming the social relevance of this research, by evidencing the need to (re)think about public educational policies that present clearer and feasible proposals for teacher education, creating human, physical, technological and attitudinal structures, destined to inclusion, not only for the body but for social and learning inclusion, based on respect to the peculiarities of people with intellectual disabilities.