The teaching-learning process of a student with a mental disorder enrolled in NEEJA

an analysis of inclusive practices

Abstract

This research aims to investigate how access and inclusion of students with mental disorders in Youth and Adult Education (EJA) has been taking place at the State Center for Youth and Adult Education (NEEJA), in a school located in the city of São Mateus, in the state of Espírito Santo. It seeks to understand the relationships that permeate EJA/NEEJA regarding the inclusion of students with mental disorders in this teaching modality, as well as to identify the possible advances and challenges of Special Education from an inclusive perspective for people with mental health demands. A case study was carried out with a student with Schizophrenia disorder enrolled in Youth and Adult Education. To collect data, observations were made in the classroom, in order to understand pedagogical practices and social interactions, as well as semi-structured. For data analysis, Lev Semenovich Vygotsky's Historical-Cultural perspective was used, with the aim of understanding the uniqueness of the student's learning processes, considering social, historical and cultural aspects. Vygotsky states that we are constituted through our relationship with others and it is from social interactions that a person is formed as a human being. Therefore, pedagogical practice must consider the student with mental disorders as a being with particular characteristics and potentialities, which do not make him inferior in the learning process, understanding that the diagnosis should not be considered as an end in itself, but as the driving force for the development of personality and the compensatory forces found by him in the teaching-learning process.