Possibilidades e limites do trabalho colaborativo: o processo de aprendizagem das equações de primeiro grau pelos alunos com deficiência intelectual

Abstract

This research aimed to plan and implement a collaborative work proposal among the students, in the context of Youth and Adult Education (EJA), evaluating the possibilities and limits in the learning of the first degree equations, by students with intellectual disabilities (ID) in the regular classroom. The theoretical framework is about the inclusion of students with intellectual disabilities in the EJA, making a contribution to Vygotski's studies, permeating the third phase of his defectology; conceptualizes collaborative work, showing the structure of this social organization of classroom activities. The research followed the interventional methodological procedure. To implement the action plan, as a script of the intervention method, we used the model of Engeström (2007), revised by Daniels (2016), in a class of EJA modality, composed of twelve students. The instruments for data collection were observation and document analysis. Data were treated through discursive textual analysis proposed by Moraes (2003). The results pointed as the category “The process of learning equations of the first degree, through dialogue and mediation, for problem solving”. The subcategories were: what students know about the first degree equations; collaborative work: a teaching principle through problem solving; highlighting the possibilities that were the dialogue between the students and the teaching intervention; showing as learning limit when there was little mediation; It also demonstrates what students with intellectual disabilities learned about first-degree equations in groups after interaction. After the analysis of the collected data it was realized that the collaborative learning occurred mainly when the educator mediated the problems situations among the students. In this research, the collaborative work enhanced the knowledge of students with ID, enabling, throuh the community, the exchange of knowledge through dialogue and coexistence with the most capable students. It also signaled that this principle is a strategy that fosters school inclusion and that, when used with pedagogical intentionality, intensifies the teaching and learning processes.