The semiotic vision about the mental disabled teenagers in a learningprocess

Abstract

This article presents an experience with mental disabled teenagers in alearning process, which occured in a Special School here in São Paulo. Thechoice of this subject permits the possibility of transforming these youngteenagers into capable learning people. This learning process is based on arelationship through signals between student and teacher. It’s an affectivedialogue relationship. The one who learns shows the teacher all his needsand demands to improve the process. What calls our attention in thisrelationship is the perception of the teacher. The teacher gives the studentthe knowledge capability, which makes a considerable difference in thelearning mediation. This makes the learning process much more pleasurable.This process goes through a dialog between the semiotic and thepsychopedagogy which permits the learning movement process that thestudent lives in his relationship with the teacher, who is the singular part inthis movement.