Reflections on the social diagnosis in the extension project “Curriculum adaptations: actions for inclusion in educational institutions”

Abstract

This study was prepared based on the activities carried out in the Extension Project “Curriculum adaptations: actions for inclusion in educational institutions”, coordinated by Professors of the Pedagogy major, from the Institute of Human Sciences of Pontal, Federal University of Uberlândia. The project was developed in a state school in Ituiutaba-MG with a group of 43 students from the initial years of elementary school, 17 volunteer students from the same major, and a scholarship holder in the second semester of 2019, being interrupted in March 2020 due to the COVID-19 pandemic. This work will deal with the preliminary assessment carried out with five of the 12 children evaluated by the scholarship holder and another major student. To carry out the social diagnosis (ANACHE, 2001), we analyzed the children's knowledge of reading, writing and basic skills in mathematics. We found that some of the complaints presented by the school were not consistent with the initial assessment made by the scholarship holder and the volunteer student. The results revealed that some children had difficulties other than those indicated by the school. One of the cases was that of Antonella, who was recommended for evaluation because she did not know how to read or perform the four mathematical operations. However, the student did very well in the proposed activities, only being very shy.