Formação docente: pensando o momento pós-escola de estudantes com deficiência intelectual da EJA

Abstract

The main objective of this research is to develop and implement in-service training for teachers of Specialized Educational Services (SES), with regard to the process of transition from school to an independent life for students with intellectual disabilities in Youth and Adult Education. In this direction, it also intends to understand the impact of the training course on pedagogical practice by the teachers' self-reflection. Six teachers from the municipal education network of Queimados participated in the research, of which, five work at SES and one at the Queimados Specialized Educational Service Center, with students with intellectual disabilities from Youth and Adult Education, which is the greatest demand in this region. The action-research methodology was used, with data collected through questionnaires, answered by the participants, records in a field diary, after each meeting of the training course and WhatsApp group for contact outside the classroom. To understand the impact of the course on the teachers' pedagogical practice, we triangulated the data collected by these instruments, in which the questionnaire influenced the course construction and the field diary records together with the WhatsApp group, in its development. We conclude that the proposal for continuing education in service, by itself, is not capable of meeting the demands of everyday teaching, however it is a path. We realized that when the course is combined with the teaching needs and reality, we achieve positive results. Therefore, we believe that the knowledge acquired in the course on the transition process, the construction of the Individualized Transition Plan (ITP) and its use in the SES, can be disseminated to other realities, benefiting students from all educational modalities.