SOCIAL REPRESENTATIONS OF STUDENTS WITH INTELLECTUAL DISABILITIES: INTERFACES IN TEACHING AND LEARNING IN THE WEB OF CONTEMPORANEITY

Abstract

This research is part of the Master's Degree in Education and Contemporaneity, linked to the Postgraduate Program in Education and Contemporaneity (PPGEduC) of the State University of Bahia (UNEB). The study aims to understand the social representations of students with intellectual disabilities, in the web of teaching and learning in contemporary times. In this context, we seek to answer the following question: what discursive position does the student with intellectual disabilities understand their representations and what are the impacts on their teaching and learning process? The main objective is to understand manifest and latent social representations of students with intellectual disabilities and their implications in the teaching and learning process in contemporary times. The investigation is structured based on the tripod based on the locus, subjects and methodological devices. The locus of the research is constituted by the Specialized Pedagogical Support Center of Bahia - CAPE-BA, located in Salvador, Bahia. The participating subjects are five students, aged between 15 and 28 years old, three male and two female, who are enrolled in CAPE-BA and in the after-school program, in basic education or subsequent professional education. The methodological devices applied are semi-structured interviews, prioritizing both manifest and latent listening, conversation circles and painting on canvas. The methodological approach is qualitative, outlined through the case study. The theoretical foundation is based on the Theory of Social Representations, with an emphasis on the procedural approach developed by Serge Moscovici and Denise Jodelet, paying attention to the mechanisms of objectification and anchoring, as well as the theoretical contributions of Ivana Marková's dialogicity. For the analysis of the harvest, Discourse Analysis of Brazilian and French orientation, guided by Pêcheux, will be used, especially with regard to the identification of discursive formations. The object is in the empirical field and it is expected that the results of the research will contribute to the consolidation of an inclusive education, highlighting the importance of listening and as a fundamental contribution to learning as a possibility for the act of teaching and learning to occur in a way that students access the curriculum, aligned with the principles of equity and recognition of diversity in the contemporary school context.