Escolarização de jovens e adultos com deficiência intelectual: contribuições da teoria histórico-cultural para o desenvolvimento pedagógico.

Abstract

Inclusive Education for people with disabilities has been demanding new sensitive and inclusive policies that not only ensure access but also provide opportunities for educational and social development. From this perspective, this research considers the following problem: what contributions can the historical-cultural studies bring to the improvement of pedagogical and curricular practices, to the school development of students with intellectual disabilities in the final years of elementary and high school at EJA (Youth and Adult Education).The general objective is to analyze how the studies of Historical-Cultural Theory can contribute to the improvement of pedagogical and curricular practices, aiming at the pedagogical development of students with intellectual disabilities in the final years of elementary and high school at EJA. This theoretical conception aligns with the principles of Inclusive Education, access, and opportunities for school development for all students. Its specific objectives are a) to analyze how specialized educational services and pedagogical practices for young people and adults with intellectual disabilities have been built; b) to identify the school's conceptions of inclusive pedagogical practices for serving students with intellectual disabilities and aspects that can be improved in this context; c) point out how the historical-cultural assumptions can contribute to the improvement of these practices. This is qualitative research, with an exploratory objective, developed through a bibliographic survey and a field study in a State Center of Basic Education, for Youth and Adults in the State of Paraná, with the elaboration of an educational product, a formative didactic guide. Its main reference is the studies of Vigotski (1997, 2007, 2011, 2021), as well as other contemporary authors on the inclusion of people with intellectual disabilities in EJA. For data analysis, the technique of Content Analysis was used. The results showed that the AEE (Specialized Educational Service) for young or adult students with intellectual disabilities, in the final years of elementary school or high school at EJA, has been made available in a generalized way, disregarding the specifics of the working student. The practice revealed weaknesses in the initial and continuing training of professionals to work from an inclusive perspective. The conclusion was that the training provided for the formative didactic guide brought perspectives of work and adjustments, considering subjectivity and learning processes through mediation and compensation strategies, to strengthen the pedagogical development of young students or adults with intellectual disabilities.