A prática da avaliação escolar dos alunos com deficiência intelectual no contexto escolar inclusivo

Abstract

This work was developed in Teacher Professional Development, Pedagogical Practices and Innovations research line of Professional Master's Degree Program at Federal University of Lavras. The referential documents, such as the Law of Directives and Bases of National Education and, also, the National Policy from the Perspective of Inclusive Education, establish that all children with disabilities must attend regular school. The attendance of these students in school has led those responsible for the educational system to elaborate and create strategies for teaching and learning practices in order to promote a proper education for all. Considering these aspects, the objective of this research was to analyze how the process of evaluation of students with intellectual disabilities who are inserted in Elementary I of municipal public schools in Lavras takes place, assuming as research focus to find out what are the criteria and the strategies that were/are used in the process of school performance evaluation of these students by teachers. In order to carry out this study, data was collected through a questionnaire on the theme here presented and semi-structured interviews. The treatment of the collected data was analyzed through of a qualitative and, sometimes, quantitative research. The answers and analyses carried out, that are presented as the result, point to that it was possible to notice that there are, still today, difficulties, of different natures, for teachers in evaluating students with intellectual disabilities, since most of them do not have a specific training in the area of special education, as well as there is lack of guidance and a consistent evaluation instrument. Therefore, this research contributes to improve the process of evaluation and progression of students with disabilities in the school context.The Evaluation Tool developed, which presents a proposal of criteria and form of evaluation, helps in this process, in order to make the school context to offer opportunities that allow the social formation of the student, that is, his or her social participation, the construction of learning and, constitutively, the school progression. As this research results, it was proposed, as an Educational Product, the development of an Evaluation Instrument for students with intellectual disabilities to be used by municipal schools in Lavras.