<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1413-6538</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Especial]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. bras. educ. espec.]]></abbrev-journal-title>
<issn>1413-6538</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Pesquisadores em Educação Especial - ABPEE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-65382021000100336</article-id>
<article-id pub-id-type="doi">10.1590/1980-54702021v27e0145</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Intervenção Pedagógica para o Desenvolvimento Cognitivo e Moral de Adolescentes com Deficiência Intelectual em uma Escola Especial]]></article-title>
<article-title xml:lang="en"><![CDATA[Pedagogical Intervention for the Cognitive and Moral Development of Adolescents with Intellectual Disabilities in a Special School]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SCHIPPER]]></surname>
<given-names><![CDATA[Carla Maria de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[VESTENA]]></surname>
<given-names><![CDATA[Carla Luciane Blum]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro Universitário Guairacá Departamento de Pedagogia e Licenciaturas ]]></institution>
<addr-line><![CDATA[Guarapuava Paraná]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual do Centro-Oeste (Unicentro) Departamento de Pedagogia ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Fundação Araucária  ]]></institution>
<addr-line><![CDATA[Guarapuava Paraná]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Durham University School of Education ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>UK</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>27</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382021000100336&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382021000100336&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382021000100336&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Este artigo teve por objetivo avaliar um programa pedagógico sistematizado em metodologias ativas e problematizadoras para o desenvolvimento cognitivo e moral de adolescentes com deficiência intelectual (DI), alunos de uma escola de Educação Básica na modalidade especial na região Centro-Oeste do Paraná. O estudo caracterizou-se como qualitativo, denominado pesquisa-intervenção, amparado na epistemologia genética e no método clínico piagetiano. Investigou-se a dimensão cognitiva e moral anterior e posterior à aplicação do programa de intervenção por meio de provas operatórias piagetianas e apresentação de narrativas de histórias morais embasadas em Piaget para observar o raciocínio e as argumentações dos alunos. A intervenção promoveu o desenvolvimento operatório de cinco dos seis pesquisados, ao ponto de que saíssem da irreversibilidade e conseguissem realizar algumas abstrações e generalizações. O processo de intervenção foi primordial para que completassem o estágio pré-operatório. Se no desenvolvimento da habilidade operatória os resultados foram promissores, na moral os avanços foram observados em menor proporção, pois a maioria manteve-se em período intermediário. Concluiu-se que o funcionamento atípico do raciocínio não é o único responsável pelo desenvolvimento moral com marcas heterônomas, visto que aspectos afetivos e sociais devem ser ponderados. Um trabalho sistematizado e organizado com os princípios de autonomia intelectual e moral promovem desenvolvimento do adolescente com DI. Assim sendo, o sujeito com DI pode tanto encontrar obstáculos que comprometam a expansão do seu domínio cognitivo e moral quanto instrumentos necessários para o máximo desenvolvimento de sua aprendizagem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: This article aimed to evaluate a pedagogical program systematized in active and problematizing methodologies for the cognitive and moral development of adolescents with intellectual disabilities (ID), students of a Basic Education school in the special modality in the Midwest region of Paraná, Brazil. The study was characterized as qualitative, called research-intervention, supported by the genetic epistemology and the Piagetian clinical method. The cognitive and moral dimension before and after the application of the intervention program was investigated by means of Piagetian operative evidence and presentation of narratives of moral stories based on Piaget to observe the students&#8217; reasoning and arguments. The intervention promoted the operative development of five of the six surveyed, to the point that they left irreversibility and managed to carry out some abstractions and generalizations. The intervention process was essential for them to complete the preoperative stage. If in the development of the operative skill the results were promising, in the morals the advances were observed in a smaller proportion, since the majority remained in an intermediate period. It was concluded that the atypical functioning of reasoning is not the only one responsible for moral development with heteronomous marks, as affective and social aspects must be considered. A systematized and organized work with the principles of intellectual and moral autonomy promote the development of adolescents with ID. Therefore, the subject with ID can both encounter obstacles that compromise the expansion of their cognitive and moral domain and necessary instruments for the maximum development of their learning.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Deficiência intelectual]]></kwd>
<kwd lng="pt"><![CDATA[Desenvolvimento cognitivo]]></kwd>
<kwd lng="pt"><![CDATA[Desenvolvimento da consciência moral]]></kwd>
<kwd lng="pt"><![CDATA[Epistemologia genética]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Intellectual Disability]]></kwd>
<kwd lng="en"><![CDATA[Cognitive Development]]></kwd>
<kwd lng="en"><![CDATA[Development of Moral Consciousness]]></kwd>
<kwd lng="en"><![CDATA[Genetic Epistemology]]></kwd>
</kwd-group>
</article-meta>
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