Práticas pedagógicas e inclusão educacional de alunos com déficit cognitivo nas séries finais do ensino fundamental

Abstract

This study aims at reflecting about pedagogical practices developed with students who have cognitive deficit and are included in the final grades of Middle School, specifically the ones in 5th grade of Middle School. There are several studies focused on students with cognitive deficit who are included in regular schools, however, most of them concentrate in studying students included in the initial grades and a few of them study about the final grades. This study is relevant in order to clarify if the pedagogical practices (methodology, evaluation system) are in favor of inclusion or exclusion of students with cognitive deficit. This research was developed in a public school, in the 5th grade of Middle School, in which three students with cognitive deficit were included. To make the research more reliable, a study case was carried out, involving teachers from 5th grade, the pedagogical coordination and also the Pedagogical Politic Project of the school was analyzed. The review of the literature that made possible the textual production was based on authors like Carvalho (2008), Mittler (2003), Stainback (1999) Beyer (2006), among others who defend and articulate the themes presented in this research. The view of incapacity that people still have about these students, the content-based pedagogical practices as well as the old-fashion Pedagogical Politic Project resulted in the exclusion of students with cognitive deficit in the final grades of Middle School.