Mais Inglês/MT e o estudante com deficiência intelectual

Abstract

This study aimed to analyze the process of English language learning and the progress of a student with intellectual disabilities through the development of activities proposed on the Mais Inglês platform by Education First (EF), offered by the Mais Inglês/MT Program – Mato Grosso State Department of Education. The topic was chosen due to reflections on how inclusive education operates in English language teaching and learning, as the author, a public school teacher in Várzea Grande, frequently encounters students with specific disabilities. The research employed a qualitative approach, with data collected through a case study of a student from Escola Estadual Irene Gomes. The theoretical framework is based on Brazilian education legislation (BRASIL, 1988), with an emphasis on inclusive education, as well as Lev Vygotsky’s socio-interactionist theory (1978). Vygotsky’s socio-interactionist theory (1998) emphasizes that human development is driven by mediated social interactions, where individuals learn concepts and skills through language and cultural tools under the guidance of more experienced individuals. Central to his theory is the concept of the Zone of Proximal Development (ZPD), which describes the gap between an individual’s current developmental level and their potential development with the assistance of a more competent tutor. Results obtained through observations from the case study, grounded in Vygotsky’s socio-interactionist theory, revealed the importance of social interaction and mediation in the cognitive and linguistic development of students with intellectual disabilities. The Zone of Proximal Development is a key concept for understanding how the student can progress with appropriate support, highlighting the relevance of an inclusive and collaborative learning environment.