As práticas pedagógicas do professor do Atendimento Educacional Especializado (AEE), por meio do uso da Comunicação Aumentativa Alternativa (CAA) junto à crianças que apresentam Deficiência Intelectual (DI)

Abstract

The present research was anchored in the historical-cultural perspective and aimed to analyze the pedagogical practices of the teacher of Specialized Educational Service (AEE), through the use of Alternative Augmentative Communication (CAA) with students who have intellectual disabilities (ID) in the context of multifunctional resource room in municipal schools in Fortaleza - CE. For this, we identified the CAA systems used by ESA teachers in the multifunctional resource room (SRM) for the development of activities with students with ID who have difficulties in communicative exchanges; the perceptions of AEE teachers about their pedagogical practices developed with the CAA with students with intellectual disabilities and difficulties in communicative exchanges were identified and the influence of the mediation of the AEE teacher, through the use of the CAA, on the the development of communicative exchanges with students with intellectual disabilities. It was based on the historical-cultural approach, notably in the studies of Vygotsky (1994, 1996, 1997, 1998, 2000, 2001, 2001b) and Luria (1987) on language, thought and mediation. Two teachers from AEE participated in the research, who work at SRMs in the city of Fortaleza - CE, and respectively three students have intellectual disabilities and difficulties in oral communication, one of each teacher. The qualitative methodology of the collaborative type had the following procedures: a) Exploratory study of the research field; b) Selection of the locus and participants for the development of the study; c) Initial meetings with the teachers; d) Development of seven collaborative observations in the SRM of each teacher; e) Conducting 05 reflective sessions in which we meet collaboratively with AEE teachers. The results indicated that the use of CAA cards increased the communicative exchanges between students and teachers, as well as the students' communicative intentionality. It is concluded that the use of CAA as a mediation resource can contribute to the development of people with disabilities to express themselves and act with greater independence and autonomy.