Contribuições psicopedagógicas com jovens que apresentam traços de Síndrome de Down: mediações clínicas e educacionais com diálogos valorizando os potenciais e trabalhando os limites e diferentes estilos cognitivo socioafetivos

Abstract

This monograph presents an experience report of the trajectory of a tutor with a systemic psycho-pedagogical look, supporting a teenager with Down’s syndrome inside of an educational institution with inclusive culture in development. The report shows the process of mobilization and sensibilization of the actors involved in the learning process, teachers, educational counselor, school employees and family. Faced with the complexity involved in the learning of people with Trisomy 21, clinical and educational mediations were used, appreciating of the learner’s socio-affective cognitive style to stimulate the multiple possibilities for his continuous development and autonomy of the individual in question. Qualitative research was used as methodology, written through narratives. After the psycho-pedagogical interventions with emphasis on socio-affective cognitive styles, progress was observed in the adolescent’s learning and mobilization of the environment in which he is inserted