Guia de estratégias de ensino para crianças com deficiência múltipla

Abstract

The main aim of this study is to analyze the teaching strategies used in the learning of a child with Multiple Disability (MuD) based on records in reports from 2016 to 2020. In this proposition, the specific aims are to identify teaching strategies employed in the initial years of Elementary School; describe the mediation process used by teachers and develop an educational guide that helps children with MuD learn in regular classrooms. It consists of qualitative documentary research with a methodology based on Bardin's content analysis. The research was based on the study of fifteen reports and the school´s pedagogical proposal, based on description made by teachers of the learning evolution of a child with MuD who attended (from 2016 to 2020) the initial years of Elementary School at the Núcleo de Educação da Infância do Colégio de Aplicação da Universidade Federal do Rio Grande do Norte (NEI-CAp/UFRN). This is a child with Multiple Sensory Disability (MSD) and deep deafness, diagnosed with a case of meningoencephalitis and Drop Attack epilepsy. It is worth noting that the theme of schooling for children with multiple disabilities is still lacking in studies on the national and international scenario. In the documentary analysis, we gathered the reports and the school´s pedagogical proposal, did a floating reading of the material (dividing by year of teaching) and organized the proposal in three moments: Typology of College Application, Curriculum and Pedagogical Organization. We also carried out a reflection on scientific productions related to multiple disability in the educational field. Subsequently, we analyzed the teaching strategies used, having as a preponderant reference the historical-cultural perspective - due to the profusion of concepts it presents about the issues related to learning, especially when the development of people occurs in a specific way, as postulated by Vygotsky (2022) - in interface with the assumptions of Freire’s (1996) conception of teaching, in a constant movement of construction and reconstruction of the knowledge object. The results of the investigation indicate that the teaching strategies, when they consider the specific educational need of a child, allow significant advances in their learning. The research made possible the production of the educational guide named as “Teaching Strategies for Children with Multiple Disability” and indicated the importance of publishing empirical materials produced in schools to contribute to the elaboration of more inclusive strategies for this type of disability.