MEDIATIVE ACTION OF THE PEDAGOGICAL COORDINATOR IN LEARNING AND DEVELOPMENT OF INTELLECTUAL DEFICIENT STUDENTS

A SOCIOHISTORIC CONSTRUCTION

Abstract

The experiences as teachers in the context of Inclusive Education made it possible for us to observe that in all the schools in which we develop our work, the pedagogical coordination has many difficulties to establish itself in the educational space in relation to the orientation, regarding the mediation of the teacher. acts with the student who has an intellectual disability. Thus, ultimately legitimize the difficulties that teachers also feel m in relation to learning such students. This problematic led the development of this research, which aimed to It was to investigate historically the social relations that structure the construction of the pedagogical coordinator 's work and the implications on conservative educational social practice for the learning of students with intellectual disabilities. The theoretical-methodological assumptions of historical-dialectical materialism and Marxist criticism supported our analyzes here. Such analyzes start from the understanding of the concrete reality of the metabolic system of capital, and to interpret we use the laws of guidelines and bases of national education nº 4024/61, 5692/71 and 9394/96, because LDBEN is the one that gives the outline. and guides the role of the pedagogical coordinator. The theoretical framework allowed us to understand that the contradictions in the history of class society and the social division of labor lead to a split between the meaning of the coordinator's action and the personal meaning that this action has for itself implying in the conservative educational social practice for learning. of students with intellectual disabilities.