PEDAGOGICAL MEDIATION AND INTELLECTUAL DISABILITY: STRATEGIES FOR EDUCATORS TO FOSTER SCHOOL-BASED AUTONOMY

Abstract

This article aims to analyze the contributions of pedagogical mediation to the development of school autonomy in students with intellectual disabilities within inclusive education. The methodology employed was a qualitative, exploratory-descriptive literature review based on publications between 2015 and 2026, articulated with theoretical frameworks from Vygotsky LS, Freire P, and Brazilian legislation. The main results found that autonomy is not a biological prerequisite, but a socially constructed achievement enabled by Individualized Educational Planning (IEP), Assistive Technology, curricular adaptations, and formative assessment. Conclusions show that intentional pedagogical mediation within the Zone of Proximal Development overcomes paternalistic models, establishing the school as a democratic space for learning and student empowerment.