TRABALHO DOCENTE ARTICULADO E PROCESSO DE ENSINO-APRENDIZAGEM NA EDUCAÇÃO BÁSICA DE ESTUDANTES COM DEFICIÊNCIA INTELECTUAL

Abstract

The present article has the general objective of analyzing the articulated teaching work between class-regent teachers and Special Education teachers in the teaching-learning process of students with mental/intellectual disabilities enrolled in Basic Education. The study was performed in a class of early Elementary grade of a school of the national education network. Vygotsky's Cultural-Historical Theory studies were used as theoretical support, to reflect on human development and learning, helping to  understand the importance of the school and its role in teaching socially constructed and historically accumulated knowledge. The results indicate the relevance of articulated teaching work for the development and learning of all students in the school.