Mediações pedagógicas com alunos com deficiência e necessidade complexa de comunicação: percepção dos professores

Abstract

The inclusion of all students in the regular education creates the discussion: how can teachers promote their routine? This article is part of a larger study, and its aim is to identify how teachers interact with students who have non-speaking disability. Ten regular teachers, from 1st to 5th year, participated in the study. As instruments of research, the semi-structured interview and the Protocolo de Habilidades Comunicativas (Communicative Skills Protocol) were used. The data were transcribed and analyzed, according to the proposed objective. Themes and sub-themes were established. Among them, the subtheme Pedagogical routine in the classroom, was the main subject of the study. This subtheme was part of the theme Mediation of the teacher, to which this study was directed. The results showed that the communication abilities presented by the non-speaking student brings challenges to teachers in their mediation proposal. Such data suggest discussions that can contribute not only to the mediations carried out by the teacher, but can also promote solid researches in the school routine, in order to have clear objectives in the development of students' knowledge. This study concluded that teachers need to develop a pedagogical mediation plan that can contribute to the learning of such students. It indicated that the planning of the pedagogical mediation by teachers of the regular education is important to eliminate barriers that can interfere in the pedagogical routine of the classroom, in the communication and in the education of the student with non-speaking students.