ABSTRACT
This article presents an experience report of a teacher from the
public education network of the Federal District on the
organization of pedagogical work mediated by Digital
Information and Communication Technologies with a student
with intellectual disabilities, after the pandemic period, in the
return to face-to-face pedagogical activities. The type of
research was qualitative in nature of the case study type,
taking the observation and recording of facts as an instrument
of data production for six months. The results indicate a
considerable improvement in cognitive and social aspects of
the student under observation, and point to changes in the
pedagogical practice of the teacher. The main considerations
indicate that pedagogical mediation using digital resources has
modified the processes of teaching-learning and human
development, using new interactional and pedagogical
practices.