Práticas educativas para alunos com déficit cognitivo incluídos no ensino regular do ensino fundamental

Abstract

This article presents the results of a survey of ethnographic slant, through descriptions of the analysis of interviews with teachers and observations in the classroom. The intention is to critically examine the educational practices developed in the classroom with students who have cognitive impairment and also the participation and involvement of students in the proposed activities during class. The playful learning and group work as educational practice are valuable tools to educators and challenging, offering the child a learning linked to pleasure and interaction, thereby strengthening the planning of curriculum adaptation required for the student is working with cognitive impairment and evaluated according to its limitations