The Writing, Revision and Rewriting of the Educational act in Adults with Educational Intellectual Disabilities

ABSTRACT:

This research discusses the appropriation of scientific concepts by the writing of adults with intellectual disabilities. It has as theoretical references the Historical-Cultural Theory, the Dialogism and the conception of writing as work, deriving from the linguistic Interactionism. The study was developed with five young people and adults with intellectual disabilities, in teaching situation, in a university extension project. The methodological path of the “Action in the Educational Act”, supported by Vygotsky’s (1997a) contributions, was the choice for the work of producing records collected through lesson plans and activities developed by the subjects during the videographed and transcribed sessions. The data were analyzed qualitatively. The synthesis of news, in summary form, the textual genre produced by the subjects, was constituted as a category of analysis and discussion for the productions made. The results demonstrated improvements in the discursive quality of the summaries produced, with socioideological extensions on the use of writing, from the notion of writing as work.

KEYWORDS:
Teaching; Intellectual disability; Writing; Revision and rewriting