A inclusão de alunos com deficiência intelectual na educação de jovens e adultos: refletindo o papel do mediador pedagógico

Abstract

In Brazil discursive and practice movements have had visibility in many discussions about education in order to special education consolidation in the perspective of inclusion. Even though to be in the classroom does not mean in inclusion how common sense suggests. So, this research aims to analyse students inclusion with DI in EJA, considering the role of pedagogical mediator. For this purpose, it was conducted by a qualitative research with the use of literature review and also field research based on a logbook and a questionaire as research instruments. This research occurred in youth and adults education sector in the Center of Education in UFPB as subjects it has 02 students with DI, 02 pedagogical mediators, 06 teachers, and also the sector coordenator. The results concludes, on the one hand, that the practices developed in EJA conflicted with the theoretical sense of what inclusive education represents and what it means in academy. On the other hand, it pointed out there was not literature consult with referencials that present in a clear manner who was the responsible for the pedagogical mediation as necessary for DI students. In this aspects, it afirms that few professors collaborate in the pedagogical mediation, transferring this role for the professional hired by the family of DI students and these students sometimes self describe what pedagogical mediation mean and perform actions that they evaluate as necessary, based on their habilities and competences.