Contribuições da neuropsicopedagogia para o acompanhamento pedagógico do aluno com deficiência mental

Abstract

The inclusion of students with mental disabilities is among the greatest challenges of contemporary brazilian education. The school, accustomed to working with a learning model that does not consider human diversity, finds it difficult to adapt to the specificities of students with mental disabilities. The field of neuropsychopedagogy, on the other hand, has been offering more and more theoretical subsidies for understanding the brain mechanisms that lead to individual learning. This context led to a question about the possible ways in which the neuropsychopedagogue can act in the teaching-learning process of students with mental disabilities. Through a bibliographical research with a qualitative approach on the scientific production of the last three decades on mental deficiency and neuropsychopedagogy, it was possible to know the implications of mental deficiency and the parameters for the performance of the neuropsychopedagogue in the school environment. The data obtained allowed us to conclude that the lack of knowledge about the specificity of the cognitive processes of individuals with mental disabilities corresponds to one of the greatest obstacles to the performance of assertive pedagogical practices. It was also possible to conclude that the neuropsychopedagogue can propose teaching strategies that enable the learning of students with mental disabilities through the observation and identification of issues relevant to the motor, cognitive and behavioral development of the student and the school environment in which they are inserted.