A deficiencia intelectual e a Abordagem Triangular (original) (raw)

The main objective of this research was to discuss the possibilities of using the approach Triangular in Art Education with intellectual disabled. It is important to realize that the person with special needs, before being a student with cognitive difficulties is, above all, a human being and therefore has desires, joys, fears, fantasies and dreams. As specific objectives, this study aimed to conceptualize the term "Intellectual Disability" from the DSM V`s (Diagnostic and Statistical Manual of Mental Disorders) point of view, study Vygotsky`s theory and research in the fields of psychology, education, art and disability, noting the enormous contributions to the studies on special education and reflect, based on a real job, the possibilities and difficulties of using Proposal Triangular brought by Ana Mae Barbosa with intellectual disabilities. In order to conceptualize the term "Intellectual Disability", we present the clinical view, but focusing in the context of culture and history to avoid focusing on the negative characteristics of disability. In addition, we discuss the pros and cons of using the Triangular Approach experiences with disabilities with full awareness of the cognitive focus of the proposal. An exploratory study, supported in the literature of Ana Mae Barbosa, Liev Semionovitch Vygotsky, Lucia Reily and Anna Maria Padilha, provided familiarity with the study area, and theoretical basis. We included an experience report with a group of persons with special needs in a philanthropic nonprofit organization for two and a half years, using the Triangular Approach in art classes. For a better understanding of the work process, we put iconographic documents, photographs of the pieces.