Concepções de professores: elaboração e monitoramento do PEI na alfabetização de alunos com deficiência intelectual

Abstract

ABSTRACT

The adaptation of pedagogical practices that favor access to curricular content for individuals with intellectual disabilities (ID) has become an urgent demand. In this context, the importance of the Individualized Education Program (IEP) stands out as a guiding instrument for pedagogical actions, especially in the literacy process of students with ID, by enabling the organization, monitoring, and evaluation of strategies aligned with their specific educational needs. The general objective of this research was to characterize the conceptions of classroom teachers regarding the development and monitoring of the IEP for students with ID in the literacy process, based on their pedagogical practices. The specific objectives were: (a) to investigate how teachers identify the skills and learning needs of students with ID, aiming to map these competencies within the literacy process in the classroom context; (b) to analyze teachers' conceptions of the IEP, as well as the criteria used in its development; and (c) to identify, through their reports, how teachers operationalize, integrate, and monitor the IEP within the classroom pedagogical planning. This is a descriptive study with a qualitative approach, conducted with three teachers working in the 1st and 2nd grades of Elementary School at a public school in a medium-sized city in the interior of São Paulo. The instruments used were semi-structured interviews, a teacher characterization form, and an IEP analysis guide. The results reveal that the identification of skills and needs of students with ID is predominantly guided by a deficit perspective, focusing on motor and behavioral limitations rather than cognitive potential. A significant theoretical-methodological gap was identified in the development of the IEP, which is conducted in a solitary, intuitive manner, and is frequently reduced to a bureaucratic task of curricular simplification. In daily school life, the implementation of the IEP proved to be fragmented, with unsystematic monitoring and little integration into the general pedagogical planning of the class. The evidence indicates that the lack of specific training and institutional collaborative support results in mechanized literacy practices that prioritize behavioral goals and deprive students of effectively mastering the writing system and functional literacy, creating a scenario of superficial inclusion.