Maturidade, estruturação ambiental e processos de leitura em crianças com deficiência intelectual: uma revisão documental
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Este artigo analisa a relação entre maturidade funcional, estruturação do ambiente educacional (tempo e espaço) e processos de leitura em crianças com deficiência intelectual, a partir de uma revisão documental sistemática. A literatura revisada nos permite compreender a maturidade não como um pré-requisito estático, mas como um construto funcional que pode ser mediado pedagogicamente por meio de conexão, ambiente e experiência corporal. Reconhece também que um ambiente estruturado, acessível e emocionalmente seguro — incluindo rotinas cronometradas, áreas designadas e suportes visuais ou sensoriais — atua como facilitador da aprendizagem da leitura. As abordagens metodológicas mais proeminentes são aquelas que propõem uma abordagem funcional, abrangente ou multimodal, articulada aos interesses e ritmos de cada aluno. Os resultados revelam uma falta de integração teórica entre essas três dimensões, bem como a necessidade de construir modelos pedagógicos inclusivos que reconheçam o direito à leitura como uma experiência situada, corporificada e relacional. O estudo oferece contribuições centrais para ressignificar a alfabetização em pessoas com deficiência intelectual — não como uma técnica limitada ao desenvolvimento alcançado, mas como um processo legítimo e acessível quando o ambiente é organizado com dignidade, diversidade e o corpo como caminho para a leitura.
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