ABSTRACT:
This article aimed to evaluate a pedagogical program systematized in active and problematizing methodologies for the cognitive and moral development of adolescents with intellectual disabilities (ID), students of a Basic Education school in the special modality in the Midwest region of Paraná, Brazil. The study was characterized as qualitative, called research-intervention, supported by the genetic epistemology and the Piagetian clinical method. The cognitive and moral dimension before and after the application of the intervention program was investigated by means of Piagetian operative evidence and presentation of narratives of moral stories based on Piaget to observe the students’ reasoning and arguments. The intervention promoted the operative development of five of the six surveyed, to the point that they left irreversibility and managed to carry out some abstractions and generalizations. The intervention process was essential for them to complete the preoperative stage. If in the development of the operative skill the results were promising, in the morals the advances were observed in a smaller proportion, since the majority remained in an intermediate period. It was concluded that the atypical functioning of reasoning is not the only one responsible for moral development with heteronomous marks, as affective and social aspects must be considered. A systematized and organized work with the principles of intellectual and moral autonomy promote the development of adolescents with ID. Therefore, the subject with ID can both encounter obstacles that compromise the expansion of their cognitive and moral domain and necessary instruments for the maximum development of their learning.
KEYWORDS:
Special Education; Intellectual Disability; Cognitive Development; Development of Moral Consciousness; Genetic Epistemology