A técnica do desenho na aprendizagem significativa do aluno com deficiência intelectual: uma reflexão ao olhar da educação inclusiva

Abstract

This research addresses the teaching of the arts for students with intellectual disabilities (ID) in order to provide stimuli for pleasant sensations in the student's life. The relationship of the researcher of this study with the subject under analysis was the concern of future teachers of Arts and how to deal with this issue, in which a problem in their academic training was revealed, raising doubts about how teachers work in public schools. with the student (DI)? Recognizing that in this contemporaneity there are still few professionals in the area of Special Education to the detriment of other areas of education. It is engendered as descriptive with a qualitative approach. Data collection took place through a protocol of questions specifically designed for the present study at the Glauber Viana Gonçalves Special School in the city of Parintins in the Lower Amazon. It is observed that the researched teacher had no training in Arts, but worked in the institution in the area of Pedagogy. Thus, it is interesting to mention that the school institution is the ideal space environment for inclusion. From the point of view of art education, it provides several possibilities for qualitative work with ID as a path towards inclusion.