Resumo

MESQUITA, Amélia Maria Araújo; RODRIGUES, José Rafael Barbosa  e  CASTRO, Kelly Paixão de. Schooling of children whith intellectual disability: problems about the school curriculum in the literacy cycle. Rev. Exitus [online]. 2020, vol.10, e020082.  Epub 28-Mar-2022. ISSN 2237-9460.  https://doi.org/10.24065/2237-9460.2020v10n1id968.

This paper proposes a discussion between the special education and the school curriculum, through the analysis of the contents of schooling to students with intellectual disability (ID), enrolled on the literacy cycle of a public school from the municipal system in Belem-Para. For that, based in qualitative approach we resort to documental analysis having as priority source the students’ notebooks from literacy cycle of basic education. Based on the notebooks, we identify that there are distinctions between contents and/or activities for children with and without disability. From this data, we identified divergences and convergences that constitutes the schooling process: about the converging aspects, it was noticeable the teachers’ investment in developing language and mathematical literacy, hegemonic curriculum components of this teaching stage. However, the way content is presented and the level of complexity of activities linked to content is different for students with and without intellectual disability. It is concluded that the schooling process for students with intellectual disability is marked by pedagogical intentionality, but the literacy process itself is still managed by not affirmative mechanisms to the learning possibilities for this public. The weaknesses founded in the curriculum selection/flexibilization process introduced to students with ID in schooling contents form evidence that it is still necessary advance in researches that approach special education and curriculum studies.

Palavras-chave : Curriculum; Schooling contents; Inclusion of students with disability.

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