Educação de jovens e adultos: o aluno com deficiência intelectual e a prática do professor de educação especial

Abstract

The present work presents a study about the practice of the Special Education teacher on Youth and Adult Education (EJA), for students with intellectual disability. The research goes fromelements identified in the texts that were selected for the study that are organized in three chapters. The first chapter refers to data from IBGE and legislations about Special Education, the Special Education Service and the EJA. The second chapter leads to a discussion about the narratives and conceptions that refer to the student with intellectual disability and that influence in the practices of the teachers when regarding EJA’s students. The third chapter focuses on the practices of the Special Education teachers, raising questions concerning planning in EJA. Finally, a final chapter is brought, which results in personal suggestions of aspects that can be incorporated in the practices of the Special Education teachers in the Youth and Adult Education, specially for the students with intellectual disability. The methodological approach of this work consists of a bibliographical study of qualitative interpretation. Its theoretical foundation is based on authors such as Freire (1990), Vygotsky (1988) and Skliar (2006), among others that are included in the references of this work. As a general result of this research, the practices of the Special Education teachers in Youth and Adult Education must be reviewed in order to provide more congruence between this practice in relation to the modality. Furthermore, it is concluded that the studies in the area of Youth and Adult Education, particularly the ones related to the area of Special Education, are still scarce and therefore must receive more emphasis on researches.