Learning to read and writing: narratives from adults with intellectual disabilities

Abstract

This research is part of Research Line II Diversity, interculturality and inclusive education at the Community University of the Chapecó Region, Unochapecó and aims to identify how adult people with intellectual disabilities narrate the process of acquiring reading and writing and what relevance they attribute and their families to this learning. The research problem that directs this study is: how do adult people with intellectual disabilities narrate the process of acquiring reading and writing and what relevance do they and their families attribute to this learning? Thus, the choice of the theme was due to the desires experienced in professional practices and the satisfaction seen in the functionalities of reading and writing by adults with intellectual disabilities. This research has a qualitative approach, from a post-structuralist perspective. The generation of empirical materialities will take place through narrative interviews with adults with intellectual disabilities and their families, linked to the Educational Service Center Specialized in Special Education CAESP in Xaxim (SC). The narratives will be organized into thematic groupings and examined through discourse analysis, with Foucauldian references. Considering that the research is in the initial stage, that is, in the design stage, no conclusions will be presented.

Keywords: special education; people with intellectual disabilities; school inclusión; learning to read and write.