O letramento do aluno com deficiência mental no contexto da escola inclusiva: relato de uma experiência

Abstract

This dissertation is a result of a studying on the subject of the mental deficient student literacy at the including school context. Beyond the fact of the educational inclusion be a recent proposal, the importance of its study also is because of the limited number of scientific essays at this area and the high rate of mental deficient people composing the Brazilian population. For that reason, the main goal of this study is knowing and pondering about the literacy level presented by the student who is mental disabilited inserted in a common regular school classroom. That purpose demanded it was defined that student representative ability, involving his previous skills referring to reading and writing and the first and second orders symbolism; his graphic code domain, that is, his codifying and decoding letters and sounds ability and also his graphic language functional usage. First, to argument about this subject, it was done a bibliography research on the following questions: teaching and learning process, including education, graphic language development from a qualitative methodology focusing a case study, was destined to the data apprehension at the classroom proceedings, which was done by interviews and observations that included a mental deficient student with her teacher interacts, thus with the other students and the graphic object. The relation between the theory and the collected data allowed the analysis of the reality, showing that the mental deficient student is in a considered literacy elementary level. However, the analysis and the data interpretation brought the comprehension that this problem is not only because of the mental disability presented by the student, but also for the teaching and learning methodology that is the pedagogical practice basis of that school context.