Desenvolvimento da cognição na deficiência intelectual

Abstract

The present work has as the theme of the thesis the development of cognition in Intellectual Disability (ID) and is linked to the Doctorate in Education course, line of research in special education, inclusion and difference, of the Graduate Program in Education, at the Federal University of Santa Maria (UFSM), Santa Maria-RS. The investigation aims to understand the learning process of people with intellectual disabilities in the light of the biological conception of development. The method was based on research of an applied nature, with a qualitative approach. In this way, the methodological steps are divided into 8 sections, presenting the paths followed in all stages of the research, from the selection of the location, target audience, data collection instruments, documentary and field research, to the method analysis and ethical issues. First, through microdata from the basic education census, referring to the year 2020, released by Inep and used as theoretical subsidies to stimulate academic debate aimed at analyzing the situation of Inclusive Education in Brazil, the number of 70,258 students was verified enrolled with ID in Rio Grande do Sul. Thus, the research problem emerges, how can the biological conception of human cognition in the perspective of educational inclusion favor the understanding of the learning process of people with intellectual disabilities? For this, Humberto Maturana's theory on human development and the biology of love was used as a reference. Therefore, a survey was carried out with teachers from a school in the state education network of Santa Maria-RS, the choice was made by the convenience method. Following institutional authorization, professors were invited to answer an online questionnaire. In the teachers' report, they consider that the process of schooling students with ID is a challenge to the education system and raises reflection on the processes of exclusion that occur in the educational spaces to which students are submitted in the classroom. Next, adapted works by students with ID, carried out in the AEE with the help of the special educator, were analyzed. The analysis showed that the school trajectory of students with ID is generally characterized by experiences of obstacles in the face of adaptations and bonds with teachers and classmates. Likewise, students with ID feel benefited with the activities carried out in the multifunctional resource room, with the proposals offered, with the dynamics and with the strategies used to develop learning. The AEE resource room has diversified stimuli that promote learning and motivate students to remain in interaction with others. As a primary result, the thesis is defended that the development of the cognition of people with ID encompasses the individual (organic) and their external influences/relations, guided by emotions, where the environment produces changes in their structural coupling, acting on the subject. In short, the purpose must be to guarantee the inclusion of the student and maximize his/her learning, highlighting the importance of pedagogical intervention actions, with an education based on the biology of love, mediation, affection, correction of doing and not doing, being, in acceptance, respect, cooperation, in relationships that do not restrict, but expand the intelligence capacity of students. Furthermore, the findings of this thesis have shown that in many schools students are included in the classroom, but excluded from the relationships and processes of teaching and learning. It is noteworthy that the PDI is actually used in schools, since all the necessary actions are recorded in this planning so that the student with a disability learns and manages to develop in the school, family and social spheres. Finally, the Thesis is that through the biology of love in the teaching-learning process there is inclusion and access for people with ID. In this way, it is necessary to think and carry out actions to build a society where relations are welcoming and not exclusion.