Práticas educativas na EPT : processos de ensino e aprendizagem dos estudantes com deficiência intelectual

Abstract

Vocational and Technological Education (VET) plays a key role in promoting advanced opportunities for students with Intellectual Disabilities (ID), enabling them to acquire practical and technical skills that enable them to become productive members of society. Recognizing the importance of adopting educational practices to serve this population, this study answers the central question: ―What educational practices are necessary for students with ID to learn during EPT training?‖. To this end, the aim was to find out about the educational practices organized in the EPT integrated technical course for students with ID. More specifically, to identify the possible adaptations (curricular/pedagogical) systematized for students with ID; to know the teachers' perspective on the challenges faced in training students with ID; to map the main educational practices implemented for students with ID; and finally, to build an Educational Product based on the demands/gaps resulting from the investigation. The methodological paths underpinning this study were structured based on the assumptions of qualitative research from the perspective of Triviños (1987). Data was collected through semi-structured interviews, which were recorded and transcribed in full. The analysis procedures were based on Bardin's Content Analysis (1977), from which categories of analysis emerged to help understand the narratives of the participating teachers. As a way of contributing to the teacher training process and, consequently, improving the education of students with ID, we developed the educational product: ―Educational Practices in Professional Technological Education for Students with Intellectual Disabilities‖. This resource is available in a virtual environment for EFA teachers, link https://ead.iffarroupilha.edu.br/enrol/index.php?id=691. The analysis of the interviews revealed that the teachers recognize the importance of adapted educational practices, involving the modification of materials and pedagogical strategies. These adaptations range from dividing activities into stages, using online resources to creating fun activities, as well as reducing the content load to make the teaching-learning process more effective and enjoyable. However, the teachers' narratives also highlight challenges, such as the need to improve their teaching skills, the lack of specific training, the complexity of integrating experimental practices and the difficulty in explaining complex content in an accessible way. This emphasizes the importance of ongoing support and the need for training and professional development processes to ensure the educational success of students with ID in EFA.