A aprendizagem do estudante com deficiência intelectual na educação superior: obstáculos e possibilidades

Abstract

This doctorate thesis in Education is founded in the studies by Lev Semionovitch Vigotski, specially, about the defectology and the concepts of compensation, collectivity, mediation and the zone of proximal/immediate/imminent development, developed by the Russian psychologist. The investigation aimed to analyze the narratives of several professionals about the learning processes of students with intellectual disability in Higher Education, and, from these narratives, identify what allows/promotes/facilitates the learning of these students, their approval, promotion and conclusion in Higher Education. The data collection was performed in loco in four Brazilian federal universities, two in South Region, one in North Region and one in Northeast Region. In these institutions, 29 interviews with 32 people were carried out, among them, professionals of the Accessibility Centers, professionals of pedagogical support (without link with the Accessibility Centers), teachers and course coordinators. The interviews were transcribed and analyzed through the technique of Discursive Textual Analysis. The materiality of research was organized into five categories: “Mapping and identification of the students with intellectual disability in Higher Education”; “Obstacles for the learning of the student with intellectual disability in Higher Education”, “Possibilities for the learning of the student with intellectual disability in Higher Education”; “The work of the Accessibility Centers” and “Future perspectives: approval, conclusion of the course, professional performance”. It was highlighted as obstacles for the learning of the student with intellectual disability in Higher Education: shortage in training, the conditions of work and the teaching profile; some characteristics of the own students with intellectual disability; learning lags previous to the university; characteristics of the subjects and profile of the classes and, finally, negligence and familiar overprotection. As possibilities for the learning of these students, we highlighted the cases in which the disability is considered light. The attendance, easy treatment, punctuality, interest, dedication, participation in the classroom, the search for the teacher in the extra-class moments and the performance of extra activities are attitudes that are considered positive. The collectivity highlighted as possibility of disability compensation, insofar as it favors the development of higher psychic functions. It was evinced the need of the teachers to use different strategies for the mediation and evaluation of learning, as well as of the students with intellectual disability to receive extra class pedagogical monitoring, offered by professionals of the Accessibility Centers or of the sectors of pedagogical support, work that is different from the one performed by the monitors/tutors and by the teachers of the subjects, which focus on the curricular contents. The narratives of the professionals allow us to conclude and defend the Thesis that, even though the teachers apply several strategies and adapt their teaching methodologies and evaluation or that there are positive influences of the Accessibility Centers, some students with intellectual disability will not elaborate academic learning inherent to the Higher Education, either because their degree of intellectual impairment, which limits the possibilities of compensation and learning, mediated by collaboration, in the zone of proximal/immediate/imminent development; or because of the (non) learning in Elementary Education; or because the fragility of the institutional strategies for the continuity and learning of these subjects in Higher Education.