A deficiência intelectual e a autonomia no ensino médio técnico no Instituto Federal de Educação, Ciência e Tecnologia do Amapá

Abstract

Starting from a critical view of education, where knowledge is seen as something that must be thought about and reflected upon, we want to understand what people involved in the education of students with intellectual disabilities think about autonomy. This is important for our research, especially when it comes to promoting inclusion in education, which should be liberating. We believe this approach can help students with intellectual disabilities develop their independence. To do this, we are based on the ideas of Paulo Freire and other authors who defend the idea that inclusion in education must be done in a liberating way, and this is fundamental for all students, especially those with intellectual disabilities. We are also basing this research in the ideas of Sassaki, who says that people with disabilities can develop autonomy by learning new definitions that work better and more appropriately for them, and this can help in the job market. However, we know that there are many obstacles, such as prejudiced attitudes, emotional, physical and communication barriers, that need to be overcome so that students with intellectual disabilities can develop their autonomy in education and social interaction. For our research, we used the Oral History methodology, with structured interviews, with the aim of understanding the experiences of parents, students, teachers and staff at Macapá campus of IFAP in relation to inclusion. We analyzed these interviews in relation to the central theme, which is the construction of autonomy for students with intellectual disabilities. Our results showed the importance of breaking down these barriers, especially prejudiced attitudes, and also of ensuring that these people have opportunities in the job market. Furthermore, we realize that, despite advances in the education of people with intellectual disabilities, it is crucial to provide continuous training to the institution's teachers and professionals, so that they can better deal with topics such as curricular adaptations and more humane assistance to students. Finally, we proposed the creation of a Digital Technological Magazine that will be available on the internet. This magazine will present practical ideas to overcome prejudiced attitudes and promote accessibility, which, in turn, will contribute to building student autonomy. This magazine will also offer options to make inclusion more effective, helping to adapt content and curricula to ensure the construction of student autonomy.