Descortinando os propósitos da educação para as crianças com transtorno do espectro autista: em cena os serviços de apoio
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Data
2018-03-27
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Universidade Federal de Goiás
Resumo
Studying Autism Spectrum Disorder (ASD) is relevant as it (re)builds knowledge about how
clinical and educational implications/relations in the Brazilian inclusion system. Inclusive
education, special education and especially ASD are topics discussed very recently and still a
field of many controversies, requiring further studies. It is considered a smaller amount of
research related to ASD and education. Considering the educational service offered to
children with ASD, this research questioned: which experiences of schooling and support
services favor learning and development of children from 0 to 10 years old with ASD?
Therefore, the main objective of this study was to analyze the educational attendance of
children aged 0 to 10 years with ASD. Specific objectives were to describe how children with
ASD are identified and referred to the educational service, to identify the support services that
children with ASD participate in, and to describe the educational practices they experience in
educational settings and in those support services that favor their learning and development.
The epistemology, as well as the methodological choice of this research of qualitative
character, is based on the historical-cultural approach of Vygotsky, which presents the
discussions about the development of man from his social relations and interactions with the
environment, through culture, constitution of history, mediation and language, highlighting
the studies of this author on Defectology and Pedology. It was prioritized as instruments of
data appropriation to observe the educational attendance that children from 0 to 10 years old
with ASD participated in the common school, in the support services, and semi-structured
interviews with parents and professionals involved in the educational attendance of these
children. From the appropriation of the data, the analysis was finalized listing categories from
discursive analysis. The considerations show that the educational practices experienced by
children in these spaces of support service are, in addition to clinical and therapeutic care,
spaces of pedagogic learning, which have contributed to the development of these children. In
addition, educational activities at school did not appear to favor social interactions,
development, and learning of children with ASD. It was noticed that the teachers, in their
educational practices, did not worry about activities that met the specific demands of these
children and complained about lack of knowledge and training for this. Education must fulfill
in its trajectory a social-historical function that understands the total formation of the children
from the mediation of the teacher. In conclusion, inclusion is one of the most powerful tools
that unveils the real purposes of the school, but there are still many challenges to be faced.
Descrição
Palavras-chave
Transtorno do espectro autista, Atendimento educacional, Serviços de apoio, Abordagem histórico-cultural, Autistic spectrum disorder, Educational assistance, Support services, Historical-cultural approach
Citação
NEVES, Paula Fernandes de Assis Crivello. Descortinando os propósitos da educação para as crianças com transtorno do espectro autista: em cena os serviços de apoio. 2018. 135 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, Catalão, 2018.