Considerações sobre flexibilização do currículo nos anos finais para alunos com deficiência intelectual

Abstract

The process of schooling students with special education (disabilities, autism spectrum disorder, high abilities and giftedness) is the result of legal and attitudinal advances, both nationally and internationally, which have been developing in Brazil since the 90s. However, this does not represent, to this day, the certainty of effective learning of school knowledge. When we analyze the inclusion of students with disabilities in regular classrooms, we note several difficulties, both for schools and for teachers, in establishing what should be taught to, and learned by, this group. We note that one of the most pressing difficulties concerns the flexibility of the school curriculum for students with intellectual disabilities, in order to promote their effective learning. Thus, this study aims to build, in collaboration with teachers of the final years of elementary school, an instrument that favors the survey of the real needs of students in the final years of elementary school, considering the necessary flexibilities in the school curriculum for these students. In terms of methodology, a qualitative study was conducted with 20 teachers in two engaged public schools. Data was obtained through semi-structured interviews in face-to-face meetings with teachers in conversations about their conceptions of school inclusion, intellectual disability, flexibility, as well as the real difficulties teachers face in the process of making the curriculum more flexible. In view of this, a script for observing the pedagogical needs of students was developed, applied and adjusted, and based on the teachers' suggestions about its applicability, so the adjustments were made. This approach resulted in the final version of the script, which aims to support an appropriate flexibility of the school curriculum for students with intellectual disabilities and resulted in the educational product of this study.