Práticas pedagógicas e déficit cognitivo

Abstract

The central focus of this paper is the formation of students with cognitive and pedagogical practices used in the training and learning. The Law of Directives and Bases of National Education - LDBEN No. 93949/96, which mandates the inclusion of special students in regular school, provides a set of resources and services specially organized for the purpose of supporting, supplementing, or even common supplementary educational services. Thus, the school is committed to inclusion of learner in the social, cultural and scientific. Conceptions of knowledge indicate that when there is learning there are changes in behavior. In Piagetian line of thought in which cognitive development is effective in evolutionary stages observable in all children, the possibilities of educating with cognitive impairment are more invisible by the difference in the pace of learning. Based on these studies, it is known that the way they process and express the schemes they learn, how to assimilate, accommodate and balance this knowledge differ from students without the deficit. As the school and teachers before the act that mobilizes different studies since the learner with cognitive impairment emphasizes the feelings and situations, where as more intensely all that experience. The recognition and appreciation of their achievements and progress is what motivates learning, and advertises itself as one of the biggest challenges faced by schools and teachers. We must join forces, schools, families and community so that there is awareness by the authorities to equip schools, to acquire material to support and train teachers. Thus, the school and teachers will have better conditions to welcome these students.