Capacitação de pessoas com deficiência intelectual para o trabalho: estudo de caso de um curso de capacitação profissional

Abstract

Among other aspects, the interviews with the families showed the need of a more specific work by the school team with the families about the perspective of life after graduation for the students. In general, the case study demonstrated that the special school has been looking for ways of its re-signification by means of approach and partnership with the university. The data obtained allow to concluded that continuous formation of teachers to act in professional capacitation of students with intellectual disabilities is a process that demands the collaborative work of different actors, as pointed out by the teacher of the analyzed course. The interviews with the students, their families and school staff help the proposal of new actions within the investigated context. The data collect also showed that the class´s activities planned by the teacher were determinant for the good progress of the students, specially because they were developed in the real context where those actions are executed. The collaborative work between the researcher and the teacher, allowing for the elaboration of an individual follow up plan for the students in training can also be pointed as an alternative for the planning of the transition process of life after graduation. In order to respond to the proposed objectives it was undertaken a case study by means of the action-research methodology, that consisted of a collaborative work between the researcher and the teacher. The procedures included observations of the course activities; interview with the teacher, school staff, students and their families. The data analysis showed as relevant aspects: the development of a differentiated project of professional formation for this type of student, the teacher´s personal investment in a capacitation in order to learn how to teach in a new context, and the schools initiative in searching for partnerships for implementation of changes in the scope of its programs as a specialized school. The main objective of this study was the analysis of a professional capacitation course for students with intellectual disabilities in a special school. The specific objectives were: a) to analyze the social development and the students outcome in the course´s activities; b) to investigate the students´ and their families expectations in relation with the special school´s role in the context of professional capacitation; c) to share the knowledge produced in the special school and the university in regard to pedagogical alternatives for teaching of students with intellectual disabilities.