Resumo

CARVALHO, Marcia Pereira de. Critical Collaboration in a Reading Course in English and Portuguese for Students with Specific Intellectual Educational Needs. Psic. da Ed. [online]. 2022, n.54, pp.79-89.  Epub 30-Abr-2023. ISSN 2175-3520.  https://doi.org/10.23925/2175-3520.2022i54espp79-89.

This article aims to discuss how critical collaboration impacts the research actions of two advisors-teachers and a high school student with intellectual disabilities in a course of English and Portuguese reading for students with specific intellectual educational needs. Research participants use language and critically collaborate to discuss participation. In this frame, they work together, developing higher psychological functions, in other words, their memory, attention, volition, thoughts, emotions, and language. In terms of methodological procedures, the Critical Collaborative Research allows participants to act in an interdependent way, thus constituting themselves and transforming the learning context which they share. As partial results, the analyses and interpretations suggest that moments of critical collaboration organized by the frame of Critical Collaborative Research create possibilities for participants improve memory and volition, besides contributing for inclusive Education to flourish in school contexts.

Palavras-chave : School context; Critical Collaborative Research; Inclusion; Specific Intellectual Educational Needs; Higher Mental Functions.

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