Banca de DEFESA: LUZ CLARITA SILVA DE ALMEIDA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : LUZ CLARITA SILVA DE ALMEIDA
DATE: 16/07/2025
TIME: 09:00
LOCAL: Sala multimeios 3, Centro de Educação
TITLE:

The Pedagogical Mediation in the Process of Scientific Concept Formation in an Adolescent with Intellectual Disability: Contributions from Vygotsky

KEY WORDS:

concept formation; pedagogical mediation; intellectual disability; special education; high school

PAGES: 154
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Tópicos Específicos de Educação
SPECIALTY: Educação Especial
SUMMARY:

This research is part of the Graduate Program in Special Education (PPGEEsp) at the Federal University of Rio Grande do Norte (UFRN), within the research line “Teaching and Learning Processes from the Perspective of Special Education.” Its general objective is to analyze the pedagogical mediations carried out by the Specialized Educational Support (AEE) teacher in the process of scientific concept formation with an adolescent with intellectual disability enrolled in a state high school. The research participants include one (1) Specialized Educational Support (AEE) teacher, one (1) Special Education teacher, one (1) school administrator, and one (1) adolescent diagnosed with an intellectual disability. This is an exploratory study that adopts a qualitative approach. Methodologically, it is characterized as a Case Study, focusing on the participation of the student with an intellectual disability in the AEE. The central aim of this study is to investigate the pedagogical mediations undertaken by the AEE teacher in the process of forming scientific concepts in an adolescent with intellectual disability enrolled in high school. The specific objectives are: (1) to analyze the conceptions of intellectual disability and school inclusion held by the AEE teacher, the Special Education teacher, and the school administrator; (2) to understand the challenges identified and faced by the teachers and administrator regarding the school inclusion of students with disabilities; and (3) to explore the perceptions of the student with intellectual disability about the pedagogical mediations developed by her teachers. Data collection procedures included semi-structured interviews with teachers and the administrator, and observations of the pedagogical mediations conducted in the Specialized Multifunctional Resource Room (SRM) with the participating student, with field diary entries. The theoretical framework is based on the Cultural-Historical Theory developed by Lev Vigotski, using the category of concept formation as a guiding epistemological axis of the research. The findings reveal that, although the pedagogical practices employed - despite the teachers’ efforts and their alignment with the social model of disability - might favor the student’s learning, they still do not foster her development. This is due to their failure to center scientific concepts as the foundation and driving force of the teaching process. Additionally, the lack of collaborative work among the teachers limits the development of teaching strategies aimed at making the curriculum accessible to all, by considering individual learning styles and specificities, and by conceptualizing teaching for a collective rather than from a deficit-based perspective - thus promoting inclusion. The absence of collaboration among teachers hinders the construction of pedagogical practices that frame scientific concepts within an inclusive approach, in which all students can understand the content being taught, with attention to their unique learning needs and existential specificities. This study aimed to contribute to this commitment by fostering reflections on the teacher’s role as a mediator of knowledge and as an active agent in transforming exclusionary pedagogical practices. This is materialized in the development of the “Guidance Booklet,” the product of this dissertation. It is hoped that this research will offer meaningful contributions to teachers in the development of systematic, intentional, and emancipatory pedagogical mediations, grounded in the Historical-Cultural perspective, that promote the learning and development of students with intellectual disabilities in high school. Furthermore, it is also expected to encourage critical reflection by teachers and administrators on pedagogical mediation, scientific concepts, intellectual disability, school inclusion, and the social function of the school, with the aim of fostering a transformative and inclusive educational practice.

COMMITTEE MEMBERS:
Presidente - 1296000 - ADRIANE CENCI
Interna - 3144003 - GESSICA FABIELY FONSECA
Externa à Instituição - FABIOLA MONICA DA SILVA GONCALVES - UEPB