As contribuições da afetividade no processo de inclusão e aprendizagem do estudante com deficiência

Abstract

This research aims to analyze the contributions of affectivity in the inclusion and learning process of students with disabilities. The research brings up discussions on this topic, encouraging reflections on learning and the effective inclusion of these students in the school environment and how the school constitutes a space of knowledge and such an important socio-emotional relationship. Thus, we explain the need to reflect on prejudices, stigmas, stereotypes, and ableism that need to be far from the school environment, not highlighting the student through their limitations, but through their skills and development capabilities. The methodological approach was conducted through a qualitative approach of an exploratory descriptive nature, as a bibliographical and documentary review was conducted, followed by interventional field research. In the results and discussions, questions are raised about didacticpedagogical strategies and actions that can promote inclusion, affection and learning based on an experience with a student with intellectual disabilities from the public school system in the city of João Pessoa. This interventional field research is the product of the experiences experienced in the Supervised Internship in Special Education of the Pedagogy Course at the Federal University of Paraíba and through it we brought to work the importance that affectivity has on the student's inclusion and learning process. with disabilities. As results of the study, we highlighted and looked for the elements that constitute drivers and those that constitute barriers to the affectivity, inclusion and learning of students with disabilities. The contributions of this study to the area are significant, as they highlight in a directive and practical way aspects that can impact the process of inclusion, development and learning through empathy and affection.