Síndrome de Down: aspectos históricos, legais, políticos e educacionais

Abstract

This research has as its general objective “To understand the scientific production, characterization, and legal frameworks for the specialized educational support of students with Down syndrome,” based on qualitative research grounded in Historical-Critical Pedagogy, with a dialectical basis and using bibliographic and documentary methods. The investigation is justified by the necessity for education professionals to comprehend the particularities of students, adopting methodologies that foster the development of their abilities and contribute to the teaching-learning process. The theoretical framework anchors itself in current legislation: Federal Constitution (1988), LDB (Law nº 9.394/96), Salamanca Statement (1994), Universal Declaration of Human Rights (1948) and authors like Schwartzman (1999, 2003, 2007), Beyer (2009), and Matos (2012, 2014, 2026, 2024). The results indicate that studies regarding the identification of Down syndrome have progressed over time; however, there remains a significant gap in more in-depth and diverse research on the subject within the Amazon context, highlighting the need to expand studies focused on this theme. Furthermore, the importance of knowledge about the characterization and identification of Down syndrome is emphasized to enable inclusive pedagogical practices, promote ongoing teacher development, and ensure the full participation of these students within the school environment.