Práticas pedagógicas no ensino médio do Núcleo Estadual de Educação de Jovens e Adultos (NEEJA) para uma estudante com deficiência intelectual
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Data
2025-12-05
Autores
Conradt, Carla Fabrícia
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Universidade Federal do Espírito Santo
Resumo
The schooling process in Youth and Adult Education (EJA), especially when it involves students with intellectual disabilities, requires us to deepen reflections on the pedagogical practices that ensure these individuals’ access, permanence, and development. These are two groups historically marginalized and excluded from the right to education, which reinforces the need to understand how pedagogical actions are configured in this context. Thus, we established as our general objective the investigation of pedagogical practices within the schooling process of EJA students at the State Center for Youth and Adult Education (NEEJA), with emphasis on a student with an intellectual disability enrolled in high school in the municipality of São Mateus, Espírito Santo. From this central objective, we unfolded the research into three specific aims: to understand the organization of the EJA modality at NEEJA based on the school’s Political-Pedagogical Project, with emphasis on the pedagogical practices developed; to analyze the schooling trajectory of the student with an intellectual disability from her perspective, that of her family, and the pedagogical coordinator; and to investigate the pedagogical practices implemented by teachers, including their use of educational resources, to support the student’s learning in daily classroom activities. We adopted a qualitative approach, conducted through a case study involving the student with an intellectual disability, her family members and/or guardians, two Mathematics teachers, two Portuguese Language teachers, and the pedagogical coordinator. Data were collected through semi-structured interviews and participant observation conducted in loco, and analyzed through the lens of Vygotsky’s historical cultural perspective. Our results show that NEEJA teachers developed flexible pedagogical strategies, used diversified didactic resources, and promoted collaborative interactions, creating an inclusive environment that valued individual differences. In Portuguese Language instruction, teachers implemented varied and flexible activities that supported the development of reading and writing skills. In Mathematics, teachers employed manipulable materials and active methodologies to bring abstract concepts closer to the student’s lived reality. We understand that, within the historical-cultural perspective, inclusive education requires meaningful pedagogical practices mediated by social and cultural interactions, capable of respecting the singularity of the student studied. We also identified that effective inclusion in EJA revealed the absence of ongoing professional development for teachers. We conclude that the inclusion of the student Diamante at NEEJA went beyond mere physical presence in the school. The pedagogical practices developed not only promoted her learning but also resonated across other municipalities in the state, reaffirming a commitment to equitable, humanized education capable of dissipating stigmas historically associated with disability.
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Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)
Palavras-chave
EJA , Educação Especial , Deficiência intelectual , Histórico-cultural , Youth and adult education , Special education , Intellectual disability , Historical-cultural perspective