Inclusão e adaptação das avaliações no ensino de história: estratégias pedagógicas para pessoas com deficiência na educação formal

Abstract

This dissertation investigates the practices of inclusion and adaptation of assessments in History teaching for

students with disabilities, focusing on the Francisco Leocádio Ribeiro Coutinho State School, located in Várzea- Nova, PB, Brazil. The main objective is to review the evaluative approaches applied to these students and propose

pedagogical strategies adapted to their needs, fostering the development of the competences and skills expected in History education. The research is grounded in the author’s personal experience as a teacher with visual impairment and dyslexia, whose educational trajectory was marked by the absence of inclusive methodologies. The study adopts a qualitative and quantitative approach, based on bibliographic review, document analysis, diagnostic surveys, and case studies of students with ADHD, ASD, and dyslexia. Data from IBGE, school documents, and field observations were used to analyze the impacts of traditional assessment practices on this group. The theoretical framework draws on authors such as Isaías Pessotti, Michel de Certeau, Circe Bittencourt, Selva Guimarães Fonseca, Cipriano Luckesi, and Maria Teresa Mantoan, in addition to the Brazilian National Common Curricular Base (BNCC), which defines inclusive education as the right of all students to learn, valuing diversity and eliminating barriers to access, permanence, and full development. This guiding principle of the BNCC reinforces the need for equitable and inclusive assessment practices, ensuring that each student, regardless of cognitive or sensory conditions, has guaranteed learning opportunities. As a result, the research presents a set of adapted activities that respect the cognitive and sensory specificities of the students analyzed, incorporating visual resources, technology, and educational games, supported by artificial intelligence tools. These practices were implemented in classes of the 9th grade of Elementary School and the 1st, 2nd, and 3rd grades of High School, demonstrating the feasibility of adapting assessments across different levels of basic education. It is concluded that the absence of inclusive evaluative practices compromises the permanence and learning of students with disabilities, and that History teaching, when adapted, can serve as a tool for citizenship, diversity appreciation, and the fight against exclusion. The dissertation contributes to critical reflection on teacher training, equity in the evaluative process, and the construction of pedagogical practices that guarantee the right to learning for all students.