As crianças pequenas, com idade entre 4 e 7 anos, ainda são pouco reconhecidas como protagonistas dos estudos acadêmicos, notadamente em Arquitetura e Urbanismo, embora desde a década de 1970 essa inquietação esteja presente na literatura. No Brasil é relativamente recente a preocupação em considerá-las interlocutoras competentes para fornecerem informações sobre si mesmas (as primeiras teses nesse campo datam do início dos anos 2000), participação notada sobretudo em estudos que utilizaram observação participante, nos quais ocasionalmente as crianças foram contatadas. Essa situação está se modificando, mas a passos lentos, pois ouvir crianças pequenas não é tarefa fácil, em especial aquelas com deficiência intelectual. A psicologia, a educação e a sociologia, por vezes, consideram a opinião de crianças pequenas com deficiência, apesar de poucos estudos abrirem espaço para a voz daquelas com deficiência intelectual. Os pesquisadores em campos de Arquitetura e Urbanismo se aventuraram ainda menos nessa área, logo, pouco se sabe sobre a opinião dessas crianças sobre o ambiente, principalmente em relação à percepção e à qualificação espacial. Ao investigar tal questão, esta tese objetiva adaptar e aplicar à Arquitetura e Urbanismo instrumentos de coleta de dados provenientes de psicologia, educação e sociologia, direcionados a crianças pequenas com deficiência intelectual. A tese é resultado de pesquisa de caráter qualitativo, exploratório e interdisciplinar, por meio de revisão bibliográfica e estudos de caso em quatro instituições especializadas no atendimento de pessoas com deficiência intelectual. A elaboração e a aplicação dos instrumentos de pesquisa especialmente preparados para interlocução com crianças pequenas com Síndrome de Down têm ancoragem nas entrevistas com profissionais e nos grupos focais com pais de crianças atendidas pelos mesmos. Os dados coletados permitem a elaboração de diretrizes específicas para o aperfeiçoamento do material técnico desenvolvido e indica modos para facilitar o planejamento e a realização de pesquisas voltadas para esse público-alvo. Espera-se, assim, contribuir para futuras pesquisas que considerem a opinião destes usuários no que tange à qualidade espacial dos ambientes em que se inserem e, ao mesmo tempo, apoiar arquitetos e urbanistas no exercício profissional voltado a este perfil de usuários. / Young children, ages 4 to 7, are still little recognized as protagonists of academic studies, notably in Architecture and Urbanism, even though since the 1970s this concern is already present on literature. In Brazil, the preoccupation in considering young children as competent interlocutors to provide information on themselves are relatively recent (first dissertations on this field are from the early 2000s). Such participation is noted mainly in studies that utilized participant observation, in which children were occasionally contacted. This situation is changing, however gradually, because listening to young children is no easy task, especially those with intellectual disability. Psychology, Education and Sociology often consider young children with disability\'s opinion, although few studies open space for those with intellectual disability. The researchers on the fields of Architecture and Urbanism venture even less on that particular field, thus, little is known about those children\'s opinion on the environment, mainly related to the perception and spatial qualification. Investigating such question, this thesis aims to adapt and apply to Architecture and Urbanism tools for data collection coming from Psychology, Education and Sociology, directed to Young children with intellectual disability. Assuming the qualitative, exploratory and interdisciplinary characters of the thesis, an extensive bibliographical review supports the realization of case studies in four institutions that are specialized on taking care for people with intellectual disability. At an early stage, we developed specialist panels (interviews with professional and focal groups with parents of those children), which aided on elaboration and application of research tools specially prepared for interlocution with young children with Down Syndrome. The collected data allowed elaboration of specific guidelines to the improvement of the technical material developed indicating methods to facilitate planning and realization of researches to that target audience. It is expected, then, to contribute to future researches that consider the opinion of these users on what\'s relative to the spatial quality of the environments in which they are inserted, and at the same time, support architects and urbanists on exercising their profession referent to this user profile.

Ce travail de thèse invite à s’intéresser aux caractéristiques des comportements agressifs chez les personnes présentant une déficience intellectuelle (DI) avec ou sans trouble du spectre autistique (TSA). Pour cela, nous avons procéder à la validation de deux échelles américaines d’évaluation des comportements agressifs, « Children’s Scale of Hostility and Aggression : Reactive/Proactive » (Famer & Aman, 2009) et « Behavior Problem Inventory-S » (Rojahn et al., 2012). Les résultats ont montré de bonnes propriétés psychométriques. Cela nous a permis d’identifier des comportements hétéro et auto-agressifs différents en fonction de la présence ou non du TSA dans la DI. Enfin, l’étude du développement moral est pertinente pour mieux comprendre l'étiologie des comportements agressifs chez les personnes DI. En effet, les résultats ont mis en lumière des difficultés dans le traitement des informations (Intention – Conséquence). / This PhD work investigates the characteristics of aggressive behavior in people with intellectual disability (ID), with or without autism spectrum disorder (ASD). To do this, we have validated two American Aggressive Behavior Rating Scales, "Children's Scale of Hostility and Aggression: Reactive / Proactive" (Famer & Aman, 2009) and "Behavior Problem Inventory-S". (Rojahn et al., 2012). The results showed good psychometric properties. This allowed us to identify different hetero and auto-aggressive behaviors depending on presence or absence of ASD in the ID. Finally, the study of moral development is relevant to better understand the etiology of aggressive behavior in ID people. Indeed, the results have shown difficulties in the treatment of information (Intent - Consequence) of an event.

Objetivos: Investigar anomalias dentárias, presença de fissura de lábio e/ou palato e higiene bucal em indivíduos com síndrome de Kabuki (SK) e listar as alterações sistêmicas presentes. Metodologia: Grupo 1: 46 prontuários de indivíduos com SK matriculados no HRAC/USP analisados quanto a presença de fissura de lábio e/ou palato e listadas as alterações sistêmicas presentes (cardiopatias, doenças infecciosas e imunológicas, nefropatias, comprometimento neurológicos e repercussões, aspectos genéticos). Grupo 2: formado por 15 indivíduos com SK matriculados no HRAC/USP submetidos aos exames clínicos para a investigação das alterações bucais (anomalias dentárias, presença de fissura de lábio e/ou palato e avaliação da higiene bucal índice de placa) e doenças sistêmicas existentes. Resultados: Grupo 1 43 (93,47%) indivíduos apresentaram fissura de lábio e/ou palato, 36 apresentaram fissura de palato; 17 (36,95%) indivíduos apresentaram cardiopatia congênita, 36 (76,59%) indivíduos tiveram doenças infecciosas ou imunológicas, 8 (17,39%) indivíduos apresentaram nefropatias, 40 (86,95%) indivíduos tinham deficiência intelectual e 1 (2,77%) indivíduos apresentou cariótipo com alteração. Grupo 2 todos os indivíduos com SK apresentaram fissura de lábio e/ou palato, 11 (73,33%) indivíduos apresentaram anomalias dentárias, todos os indivíduos apresentaram comprometimento da higiene bucal, 5 (33,33%) indivíduos apresentaram cardiopatias congênitas, 12 (80%) tiveram doenças infecciosas ou imunológicas, em um indivíduo foi notada nefropatia, 14 (93,33%) indivíduos demonstraram deficiência intelectual e 1 (6,66%) apresentou cariótipo alterado. Conclusões: Os indivíduos com SK apresentaram anomalias dentárias, fissura de lábio e/ou palato, higiene bucal comprometida, cardiopatias congênitas, doenças infecciosas e deficiência intelectual. / Aim: To investigate dental anomalies, presence of lip and/or cleft palate and dental hygiene in individuals with Kabuki Syndrome (KS) as well as detail their systemic alterations. Methodology: GROUP 1: 46 prontuaries of individuals with KS (patients from HRAC/USP) were analyzed concerning to the presence of lip and cleft palate and their systemic alterations were described (cardiopathies, infectious and immunological diseases, nephropathies, neurological disorders and genetical aspects). GROUP 2: 15 individuals with KS (patients from HRAC/USP) submitted to the clinical examination to investigate buccal alterations (dental anomalies, presence of lip and/or cleft palate and dental hygiene - plaque index) and systemic alterations. Results: Group 1 - 43 (93.47%) individuals showed lip and/or cleft palate, 36 showed cleft palate; 17 (36.95%) individuals showed congenic cardiopathies, 36 (36.95%) individuals showed infectious or immunological diseases, 8 (17.39%) individuals showed nephropathies, 40 (86.95%) individuals had intellectual disability and 1 (2.77%) individuals showed cariotip with alteration. Group 2 - all the individuals with KS showed lip and/or cleft palate, 11 (73.33%) individuals showed dental anomalies, all the individuals showed compromised dental hygiene, 5 (33.33%) individuals showed congenic cardiopathies, 12 (80%) showed infectious or immunological diseases, in only 1 individual nephropathy was observed, 14 (93.33%) had intellectual disabilities and 1 (6.66%) showed a cariotip with alteration. Conclusions: Individuals with KS showed dental anomalies, presence of lip and/or cleft palate, compromised buccal hygiene, congenic cardiopathies, infectious diseases and intellectual disability.

L'exploration génétique de la déficience intellectuelle (DI) a été révolutionnée par l'amélioration des technologies de séquençage depuis ces dernières années avec la caractérisation du spectre mutationnel des gènes impliqués dans la DI, ainsi que l'identification de nouveaux gènes associés. Dans notre étude, nous avons utilisé la technique d'analyse sur microréseau d'ADN (Hybridation Génomique Comparative ou CGH-array) à haute résolution, puis celle du séquençage haut débit pour rechercher une altération à l'origine de la DI inexpliquée. Le syndrome d'Aicardi est une maladie neurodéveloppementale rare et sporadique, caractérisée par la triade: spasmes infantiles, agénésie du corps calleux, et lacunes choriorétiniennes. Ce syndrome est décrit exclusivement chez les filles avec l'hypothèse la plus probable d'une mutation dominante liée au chromosome X. Nous avons d'abord analysé les ADN de 22 patientes atteintes du syndrome d'Aicardi par CGH-array, à l'aide d'un microréseau d'oligonucléotides haute résolution (1M) spécifique du chromosome X, sans identifier de remaniements ou CNV pouvant être impliqués dans la maladie. Un premier séquençage haut débit de l'exome du chromosome X, a été effectué sur l'ADN d'un trio (patiente et parents) et deux autres patientes présentant des signes typiques du syndrome d'Aicardi. Les résultats ont révélé 59 mutations dans 51 gènes. Il s'agit de 13 variants hérités de la mère, 8 hérités du père, de 36 faux positifs, et 2 SNP. Un deuxième séquençage haut débit, sur l'exome complet, a ensuite été réalisé, à partir de l'ADN de cinq trios (patientes et parents). Nous présentons et commentons les différentes stratégies d'analyses utilisées à la recherche d'un gène candidat. Les résultats obtenus pour les SNP soulignent les difficultés rencontrées en terme de profondeur du séquençage générant de nombreux contrôles et les difficultés d'alignement des séquences ne rendant pas performant l'analyse des indels. Parallèlement, dans notre cohorte de patients du centre de référence maladies rares, la CGH-array a identifié des altérations intragéniques du gène IL1RAPL1 dont deux duplications originales et une délétion. Nous analysons les corrélations génotype - phénotype au regard des données de la littérature avec notamment la variabilité d'expression clinique. Deux délétions intragéniques et une duplication intragénique du gène MBD5, survenue de novo ont été aussi détectées chez des patients atteints de DI. Cette duplication conduit à des transcrits aberrants avec codon stop prématuré. Le gène MBD5 a été séquencé sur une cohorte de 78 patients phénotypiquement sélectionnés révélant une mutation nonsens de novo détecté chez un garçon associé avec un phénotype sévère. Nos travaux témoignent des avantages de ces stratégies d'analyse pangénomiques, dont l'analyse sur microréseau, mais souligne aussi la complexité, les limites en terme d'interprétation des résultats, tout particulièrement pour le séquençage de nouvelle génération / The genetic exploration of intellectual disability (ID) has been revolutionized with the improvement in sequencing technologies during last decade with characterization of mutational spectrum of genes involved in ID as well as to identify new genes associated with it. In this study we used high resolution (comparative genomic hybridization array) CGH-array and high throughput sequencing technique to find the genetic cause in patients with unexplained ID. Aicardi syndrome is a rare sporadic neurodevelopmental syndrome, characterized by classic triad of agenesis of corpus callosum, chorioretinal lacunes and infantile spasms. This syndrome is exclusively present in females with plausible hypothesis of X linked dominant mutation. We first tested DNA of 22 patients diagnosed with Aicardi syndrome by using a high resolution oligonucleotide CGH-array 1M specifically designed for X-chromosome without identifying any pathogenic CNV or deleterious rearrangements involved in the disease. High throughput sequencing for exome of X chromosome was carried out in one trio (patient-parents) and two patients with typical Aicardi syndrome diagnosis. Sequencing results detected 59 mutations in 51 genes. 13 mutations were inherited from mother, 8 inherited from father, 36 false positive and 2 were SNP?s. Second approach was based on High throughput sequencing for complete exome of five trios (patient-parents) DNA. We presented and commented different strategies for data analysis in search of a candidate gene. These results highlighted difficulties in terms of depth and alignment of sequencing reads which generated various false positive SNP?s and indels. In second cohort from reference centre of rare diseases CGH-array has identified two intragenic rearrangements of IL1RAPL1 gene: two unique duplications and one deletion. We analyze genotype-phenotype correlations with cases described in literature which emphasizes the clinical variability of expression in these patients. Two de novo intragenic deletions and a de novo intragenic duplication were detected in MBD5 gene in patients with ID. The de novo duplication of MBD5 resulted in an aberrant transcripts leading to a premature termination codon. A selected cohort of 78 patients were sequenced for MBD5 gene which revealed a de novo nonsense mutation in a male patient associated with a much more damaging phenotype. This study highlighted the advantages of pangenomic analysis by CGH-array and at the same time it identified the complexity and limitations in interpretation of results particularly for High throughput sequencing

De nombreux gènes impliqués dans la déficience intellectuelle (DI) restent encore à découvrir. Une des voies permettant l'identification de ces nouveaux gènes est la caractérisation de micro-réarrangements chromosomiques chez des patients atteints de DI. L'hybridation génomique comparative sur microréseau permet de détecter des déséquilibres génomiques de très petite taille touchant un ou quelques gènes. Les conséquences moléculaires de ces microdélétions ou microduplications sont différentes en fonction de la position du gène par rapport à leurs bornes. Nous avons ainsi montré l'implication du gène MBD5 dans le syndrome microdélétionnel 2q23.1 et la DI grâce à la caractérisation de trois délétions partielles, une duplication partielle et la première mutation non sens décrite dans ce gène. Nous avons également décrit chez des patients avec DI sévère un nouveau syndrome associé aux délétions de la région 4q21 et deux gènes candidats : PRKG2 et RASGEF1B. Ce syndrome est associé à un phénotype clinique reconnaissable, marqué surtout par un retard de croissance majeur et un retard psychomoteur sévère prédominant sur le langage. Par ailleurs nous avons étudié chez des garçons avec DI, deux duplications situées en Xq24q25 affectant le gène GRIA3. La première touche partiellement le gène, la seconde est situé en amont du gène et est responsable d'un effet de position. Pour finir nous avons étudié une famille consanguine dans laquelle ségrége une duplication 8p22 touchant partiellement le gène TUSC3 impliqué dans la DI de transmission autosomique récessive / A lot of intellectual disability (ID) genes have to be discovered. One of the approaches to identify new ID genes is to characterize chromosomal aberrations in affected patients. Array-CGH (Comparative Genomic Hybridization) made it possible to detect small CNV (Copy Number Variations) affecting only one or a few genes. Molecular outcomes of these microdeletions and microduplications are different depending on the position of the gene relative to the breakpoints. We have thus shown the involvement of MBD5 gene in the 2q23.1 microdeletion syndrome and in ID with the characterization of three partial deletions, a partial duplication and the first nonsense mutation described in this gene. We have also described in patients with severe ID a new syndrome associated with 4q21 deletions involving two candidate genes: PRKG2 and RASGEF1B. This syndrome is associated with a recognizable clinical phenotype with marked growth restriction, severe psychomotor delay and absent or severely delayed speech. In addition, we have studied two Xq24q25 duplications affecting GRIA3 gene in boys with ID. The first one affects partially the gene, the second one is located upstream of the gene and is responsible for a position effect. Finally we have studied a consanguineous family with a 8p22 duplication affecting partially TUSC3 gene which is involved in autosomal recessive ID

The curricula that defines special needs education in Swedish grammar schools states that students with intellectual disabilities should be given the possibility to participate in the planning and shaping of teaching and learning activities. The purpose of the study is to examine conditions regarding special needs students’ influence and how this influence is mediated. The focus of the study is subject based classroom situations. The method for collecting data has been observations. The empirical data consists of around 16 hours of video recordings, in addition to field notes. The observations took place in two special schools and all together 10 pupils, 5 teachers, and two student assistants participated. The theoretical framework is based on sociocultural theory with a specific focus on mediation. By using the theoretical terms object and subject positioning, the study also focuses on how teachers and students position themselves and each other. The results show that the students with intellectual disabilities are given opportunities for influence, but not very frequently.   The most important mediating factors to promote influence are the teachers´ trust in the students´ abilities and skills, and the teacher’s keen responsiveness to the students’ expressed personal will. Influence is mediated both through the possibilities of participation that teachers offer, and the teachers’ affirmation of the students’ requests. Furthermore, the study shows that students are more likely to gain influence in one-to-one meetings with the teacher, where the focus is on the student’s individual interests and preferences. In order to provide increased levels of influence to all students with intellectual disabilities, teachers need to plan the education with focus on democratic processes. / I denna licentiatuppsats studeras förutsättningar för elevers inflytande i grundsärskolan och hur detta inflytande medieras i klassrumsinteraktionen i situationer med olika kunskapsinnehåll. Elevernas och lärarnas interaktion i klassrummet studeras genom videoobservationer. Studien utgår från ett sociokulturellt perspektiv. Studiens resultat visar att elevinflytande sker på två sätt, dels genom att läraren erbjuder inflytande, dels genom att eleverna uttrycker en önskan om inflytande. När lärarna erbjuder inflytande blir deras tillit till elevernas förmågor och kunskaper en resurs som medierar för inflytande. Elevernas vilja att använda det inflytande som erbjuds blir också medierande resurser. När eleverna själva uttrycker sina önskemål blir såväl samma medierande resurser synliga som lärares lyhördhet inför elevernas vilja. När eleverna önskar inflytande använder de sig av tre strategier: igenkänning, motstånd och självständighet. De artefakter som finns fysiskt tillgängliga i klassrummet möjliggör för ett ökat elevinflytande. Uppsatsens kunskapsbidrag handlar om lärares och elevers tillit, lyhördhet och vilja som förutsättningar för elevinflytande. Ökad kunskap om och förståelse för klassrumsinteraktionens betydelse kan bidra till ett stärkt inflytande för elever i grundsärskolan.

Made available in DSpace on 2016-07-27T13:49:45Z (GMT). No. of bitstreams: 1 VALERIA GAYNOR DA FONSECA.pdf: 5291736 bytes, checksum: a7c1f431e66cbbc6ca35e6b6d31ded4e (MD5) Previous issue date: 2010-02-12 / This paper aims to highlight the role of religion in the building and maintaining of the social nomie in people s with intellectual disabilities, their parents and caregivers life. It also tries to get answers to society s questions about the social inclusion of people with intellectual retardation, looking for efficient and accurate information that will be taken public to facilitate the solution of problems of health, education and selfadvocates. Social processes have been observed along field research with mothers and fathers of patients with intellectual disabilities, assisted by the Centro de Reabilitação e Readaptação Doutor Henrique Santillo (CRER), in the city of Goiania. The paper also discusses the social phenomena of religion in promoting a causal link between intelectual retardation in order to understand better its meanings, the emotional and logical synapses of mothers and fathers, and the problem these people had with the responses on how they are experienced situations of anomie, aging and death, and the articulating role of religion in situations of anomie, selfadvocates and disability. / O presente trabalho tem como objetivo evidenciar o papel da religião na construção e manutenção da nomia social na vida de pessoas com deficiência intelectual, seus pais e cuidadores. Também visa obter respostas às indagações da sociedade acerca da inclusão social de pessoas com deficiência intelectual, buscando informações acuradas e eficientes, as quais serão levadas a público com o intuito de facilitar a solução de problemas de saúde, educação e autodefensoria. Os processos sociais foram observados mediante pesquisa de campo aplicada a mães e pais de pacientes com deficiência intelectual atendidos no Centro de Reabilitação e Readaptação Doutor Henrique Santillo (CRER), no município de Goiânia. O trabalho aborda os fenômenos sociais no âmbito da religião, promovendo um nexo de causalidade entre a deficiência intelectual - no sentido de melhor compreender os seus significados, as sinapses emocionais e lógicas de mães e pais, bem como o problema enfrentado por essas pessoas com base nas respostas de como são vividas pelas pessoas com deficiência intelectual, as situações de anomia, envelhecimento e morte - e o papel da religião como articuladora nas situações de anomia, deficiência e autodefensoria.

Considerando o currículo como elemento central para a construção da prática pedagógica, o presente trabalho investiga sua gestão em classes comuns de pré-escola em que haja alunos com defi ciência intelectual. Por meio de entrevistas padronizadas, buscamos conhecer o que professoras dessas classes expressam em seu discurso sobre o currículo com que vêm trabalhando junto a esse alunado. Nosso estudo envolveu fundamentação teórica sobre currículo e sua relação com a educação de pessoas com defi ciência intelectual, buscando conhecer também o que preconizam os documentos federais a esse respeito. Os sujeitos das entrevistas foram selecionados em função da presença de alunos com defi ciência intelectual em seu grupo da faixa etária enfocada em escolas municipais de educação infantil da cidade de São Paulo. A análise das entrevistas nos permitiu conhecer a concepção de currículo dos entrevistados assim como desvendar os signifi cados que atribuem a outros elementos que o compõem (tempo, espaço, agrupamentos, materiais) e também a forma como se relacionam com a presença de um aluno com defi ciência intelectual em seu grupo. Com isso, foi possível discutir a relevância de adotarmos um currículo fl exível que permita intervenções para promover os ajustes necessários para possibilitar o atendimento às necessidades educacionais especiais dos alunos. / Assuming the curriculum as the core element for the construction of the pedagogical practice, this paper examines its management in regular preschool classes attended by intellectually disabled pupils. By means of standardized interviews, we aim at getting acquainted with what teachers in such classes report about the curriculum they are working on with these groups. Our study involved the theoretical foundations the curriculum is based on and their relationship with the education of intellectually disabled individuals, yet trying to get familiar with the content of federal documents on this matter. The teachers chosen to be subjects of the interviews should have in their classes intellectually disabled pupils at preschool age in São Paulo city public schools. The analysis carried out on the interviews allowed us to be aware of how the curriculum is conceived by those teachers, as well as to disclose the meanings they assign to a number of its constituent elements, such as time, space, grouping and materials, and also how they connect with the presence of intellectually disabled pupils in their group. The research opened the way to discuss the relevance of adopting a fl exible curriculum, which enables the interventions aimed at promoting the adjustments required to fulfi ll the pupils special educational needs.

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No. of bitstreams: 1 Pâmela Carolina Martins Tezzele.pdf: 1217612 bytes, checksum: 89d2f8457d8fccb88bf126ce16665bd9 (MD5) Previous issue date: 2017-07-31 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The main objective of this research was to outline the scenario and production trends on intellectual disability (ID) by means of a trend analysis of doctoral theses defended between 1993 and 2015, as well as to identify and analyze the different conceptions about intellectual deficiency expressed by the characterizations elaborated by the authors of these theses, concerning three areas of knowledge: Education, Health and Psychology, according to the classification of the Coordination for the Improvement of Higher Education Personnel Foundation - CAPES, of the Ministry of Education. Therefore, the doctoral theses produced at the federal and state universities of the South and Southeast regions of Brazil were taken as data sources, which analysis was carried out in two stages: 1) trend balance of the whole universe selected through its abstracts and the following indicators: who investigates - university; area of knowledge, guidelines; what is investigated - term used to designate subjects; research topic and annual distribution; how it is investigated - type of research; instruments for data collection and annual distribution, which allowed to compare the institutional authorships, the most investigated themes and the processes by which these researches took place, according to the contributions of Williams (1969, 1979, 2007, 2009 e 2011). Amongst the findings in the trends, these ones stand out: expressive incidence of theses on ID, defended at USP and UNICAMP (2/3 of all production); 60.5% of all localized production belongs to the health area, followed by education (1/3 of total production); "diagnosis" was the most researched topic, followed by "schooling"; there is a balance between qualitative and quantitative research approaches over that period. 2) an exhaustive analysis of nine UNICAMP theses, institution where a significant number of theses was defended (35% of all production), on which the authors' conceptions and characterizations were checked in greater depth. Based on the concept of field coined by Bourdieu (1983, 1990 e 2014), the small sample selected allowed us to consider a strong dispute between Psychology and Medicine, as well as between the currents adopted, but nevertheless in both Health (expressed here by medical theses) and Education areas, there seems to be greater distinctions amongst focuses of interest rather than a theoretical dispute between them / Esta pesquisa tem por objetivos principais traçar um panorama do cenário e das tendências de produção sobre deficiência intelectual (DI) por meio de um balanço tendencial de teses de doutorado defendidas entre 1993 e 2015, bem como identificar e analisar as diferentes concepções sobre a deficiência intelectual, expressas pelas caracterizações elaboradas pelos autores dessas teses, envolvendo três áreas de conhecimento: Educação, Saúde e Psicologia, conforme classificação da Fundação Coordenação de Aperfeiçoamento de Pessoal de Nível Superior – CAPES, do Ministério da Educação. Para tanto, tomou-se como fonte de dados as teses de doutorado produzidas nas universidades federais e estaduais das regiões Sul e Sudeste do Brasil, e cuja análise foi efetivada em dois momentos: 1) balanço tendencial de todo o universo selecionado, por meio dos seus resumos e dos seguintes indicadores: quem investiga - universidade; área de conhecimento, orientações; o que investiga - termo utilizado para designação dos sujeitos; tema da pesquisa e distribuição anual; como investiga - tipo de pesquisa; instrumentos para coleta de dados e distribuição anual, que permitiram, segundo as contribuições de Williams (1969, 1979, 2007, 2009 e 2011), cotejar as autorias institucionais, os temas mais investigados e os processos pelos quais essas pesquisas se efetivaram. Dentre os achados do balanço, destacam-se os principais: expressiva incidência de teses que trataram sobre DI, defendidas na USP e na UNICAMP (2/3 de toda a produção); 60,5% de toda a produção localizada pertence à área da saúde, seguida da educação (com 1/3 do total da produção); “diagnóstico” foi o tema mais investigado, seguido do tema “escolarização”; há um equilíbrio entre pesquisas de abordagem qualitativa e de abordagem quantitativa ao longo do período. 2) análise exaustiva de nove teses da UNICAMP, instituição em que foi defendida quantidade expressiva de teses (35% de toda a produção), sobre as quais se procurou cotejar, em maior profundidade, concepções e caracterizações expressas pelos autores. Com base no conceito de campo científico cunhado por Bourdieu (1983, 1990 e 2014), foi possível evidenciar disputas teóricas, tanto entre as áreas acima citadas quanto dentro de cada uma delas

O presente estudo tem como objetivo central analisar o conceito de deficiência intelectual e suas opções terminológicas, considerando como estas se instituem no contexto brasileiro. Buscou-se ainda refletir sobre os possíveis efeitos dessas alternativas conceituais e terminológicas quanto à avaliação inicial e ao encaminhamento aos serviços de apoio especializado em educação especial. A pesquisa, de cunho qualitativo, utiliza predominantemente o levantamento bibliográfico e a análise documental, além de discutir os indicadores educacionais vinculados às matrículas dos alunos público-alvo da educação especial. A base teórica de referência foi o pensamento sistêmico associado aos estudos do campo da educação especial. Essa perspectiva tende a favorecer uma análise baseada na busca de contextualização, valorizando os princípios da complexidade, instabilidade e intersubjetividade. A partir da análise, pode-se inferir que, historicamente, tem sido problematizadas as alternativas de nomeação da deficiência intelectual, sendo que tais alternativas produzem efeitos associados a sujeitos que podem ser identificados como integrantes do maior contingente dentre as pessoas com deficiência. Destaca-se a ação da Associação Americana de Deficiência Intelectual e Desenvolvimento (AAIDD) no que diz respeito à definição do conceito e dos processos de identificação e diagnóstico. A análise identifica que as alterações terminológicas coexistem com a manutenção de definição conceitual. Houve, ainda, uma busca de indicadores de matrículas associadas aos alunos inseridos na categoria de deficiência intelectual do Censo Escolar MEC/INEP no período de 2007 a 2014. Por meio desse levantamento, identificou-se um aumento expressivo das matrículas dos alunos inseridos na categoria de deficiência intelectual nos últimos anos. Em última análise, pode-se apontar que a responsabilidade pelo processo diagnóstico continua sendo dos profissionais da área clínica. Porém, recentemente as políticas de inclusão no Brasil introduziram, por meio da Nota técnica nº 4 de 2014, a valorização da ação dos profissionais da área da educação como responsável pelo processo de identificação e avaliação inicial. Este último ponto, considerado como um elemento novo, ainda não tem sido alvo das pesquisas acadêmicas e, dessa forma não temos como problematizar seus efeitos. / The present study was aimed at analyzing the concept of intellectual disability, its terminological options, and how they are instituted in the Brazilian context. In addition, the study also reflected on the possible effects of these conceptual and terminological alternatives regarding initial assessment and referral to special education support services. The research was qualitative and predominantly used literature survey and document analysis, besides discussing educational indicators linked to special education students’ enrollment. Systems thinking associated with studies in the field of special education were used as theoretical framework. The perspective used in this study tends to favor analysis based on the search for contextualization, which values principles of complexity, instability and intersubjectivity. Through analysis, it was inferred that intellectual disability nomenclature alternatives have been historically problematized. Such alternatives produce effects associated to individuals who can be identified as members of the largest contingent among people with disabilities. Action by the American Association on Intellectual and Developmental Disabilities (AAIDD) regarding the definition of concept and processes of identification and diagnosis was highlighted. Analysis found that terminological changes coexist with conceptual definition maintenance. Moreover, there was also search for enrollment indicators associated to students inserted in the Intellectual Disability category of MEC/INEP’s School Census from 2007 to 2014. Through the School Census survey, a significant increase in the enrollment of students classified in the Intellectual Disability category was identified in recent years. Ultimately, it was pointed out that diagnosis responsibility remains with professionals in the clinical area. However, inclusion policies in Brazil have recently introduced the valorization of education professionals as responsible for identification and initial assessment through Technical Note No. 4 2014. The latter point, which is considered a new element, has not been the subject of academic research yet. Therefore, it is not possible to problematize its effects.