Estudantes com Transtorno do Espectro do Autismo (TEA) na escola: desafios para a ação educativa compartilhada
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/10677 |
Resumo: | The entrance of students with Autism Spectrum Disorder (ASD) in the regular school is relatively recent and causes challenges, uncertainties and doubts in educators. The portion of students with ASD who choose the regular school, need and have the right to a quality schooling that promotes the maximum development of their potentialities. Thus, these students need teachers to change their teaching work. To do this, they need teachers to use differentiated methodologies. In view of this, the general objective of this study is developing and evaluating an intervention based on participant research, in order to broaden the shared educational work and to improve access to the curriculum for students with ASD. The specific objectives are: to know the teaching work proposed and performed for the student with ASD in the common classroom and in the Specialized Educational Assistance (SEA); to problematize the process of schooling of the student with ASD with education professionals and with the school support professional; to develop pedagogical dialogues with education professionals and school support professionals in order to promote changes in the schooling process for students with ASD. This study is based on the dialectical historical materialist perspective with a focus on historical cultural psychology and historical-critical pedagogy. Participant research involved the ESA teacher, the classroom teacher, the pedagogical coordinator, the school support professional, the director, and the school vice principal. The instruments used were: documentary research; observation with field diary and video recording; interview; and sessions of pedagogical dialogues with simple autoconfrontation. The data were analyzed in the thematic axes: schooling process for students with ASD; interaction between school professionals and students with ASD; and movement of the school in the development of the participant research. The results pointed that one of the barriers to the schooling of the student with ASD is the action of professionals, mainly regarding the fulfillment of the prescribed ones in their professional functions, when their actions are neglected or delegated to others, there are barriers that hinder the academic development of the student. In addition, it takes joint planning and teacher articulation. When there is individualized educational planning for the TEA student along with the common curriculum and the goals set out by teachers and families, there is possibility of academic development in regular school. It is necessary to carry out new studies on this topic, expanding the sample of teachers and students with ASD, making possible the construction of new knowledge necessary for the modification of the Brazilian educational realities. |
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Barbosa, Marily OliveiraCaiado, Kátia Regina Morenohttp://lattes.cnpq.br/0803778280883949http://lattes.cnpq.br/5532748263640890be597331-d83b-412f-81ee-bc531772bb582018-11-21T12:21:53Z2018-11-21T12:21:53Z2018-09-14BARBOSA, Marily Oliveira. Estudantes com Transtorno do Espectro do Autismo (TEA) na escola: desafios para a ação educativa compartilhada. 2018. Tese (Doutorado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2018. Disponível em: https://repositorio.ufscar.br/handle/ufscar/10677.https://repositorio.ufscar.br/handle/ufscar/10677The entrance of students with Autism Spectrum Disorder (ASD) in the regular school is relatively recent and causes challenges, uncertainties and doubts in educators. The portion of students with ASD who choose the regular school, need and have the right to a quality schooling that promotes the maximum development of their potentialities. Thus, these students need teachers to change their teaching work. To do this, they need teachers to use differentiated methodologies. In view of this, the general objective of this study is developing and evaluating an intervention based on participant research, in order to broaden the shared educational work and to improve access to the curriculum for students with ASD. The specific objectives are: to know the teaching work proposed and performed for the student with ASD in the common classroom and in the Specialized Educational Assistance (SEA); to problematize the process of schooling of the student with ASD with education professionals and with the school support professional; to develop pedagogical dialogues with education professionals and school support professionals in order to promote changes in the schooling process for students with ASD. This study is based on the dialectical historical materialist perspective with a focus on historical cultural psychology and historical-critical pedagogy. Participant research involved the ESA teacher, the classroom teacher, the pedagogical coordinator, the school support professional, the director, and the school vice principal. The instruments used were: documentary research; observation with field diary and video recording; interview; and sessions of pedagogical dialogues with simple autoconfrontation. The data were analyzed in the thematic axes: schooling process for students with ASD; interaction between school professionals and students with ASD; and movement of the school in the development of the participant research. The results pointed that one of the barriers to the schooling of the student with ASD is the action of professionals, mainly regarding the fulfillment of the prescribed ones in their professional functions, when their actions are neglected or delegated to others, there are barriers that hinder the academic development of the student. In addition, it takes joint planning and teacher articulation. When there is individualized educational planning for the TEA student along with the common curriculum and the goals set out by teachers and families, there is possibility of academic development in regular school. It is necessary to carry out new studies on this topic, expanding the sample of teachers and students with ASD, making possible the construction of new knowledge necessary for the modification of the Brazilian educational realities.O ingresso dos estudantes com Transtorno do Espectro Autista (TEA) na escola regular é relativamente recente e desperta nos educadores desafios, provocando incertezas e dúvidas. A parcela de estudantes com TEA que opta pela escola regular, como lócus de aprendizagem, precisa e tem direito a escolarização de qualidade, que busque o desenvolvimento máximo de suas potencialidades. De forma geral, pode-se afirmar que estes estudantes requerem dos professores mudanças em seu trabalho docente. Assim, faz-se necessário a utilização de metodologias diferenciadas por parte d os professores. Diante disto, este estudo tem por objetivo geral desenvolver e avaliar uma intervenção baseada na pesquisa participante com o intuito de ampliar o trabalho educativo compartilhado e assim melhorar o acesso ao currículo para estudantes com TEA. E, como objetivos específicos: conhecer o trabalho docente proposto e realizado para o estudante com TEA na sala de aula comum e no Atendimento Educacional Especializado (AEE); problematizar com as profissionais de educação e profissional de apoio escolar o processo de escolarização do estudante com TEA; desenvolver diálogos pedagógicos junto as profissionais de educação e profissional de apoio escolar no sentido de promover mudanças no processo de escolarização para estudantes com TEA. Este estudo foi fundamentado na perspectiva materialista histórico dialético com enfoque na psicologia histórico cultural e na pedagogia histórico crítica. A pesquisa participante envolveu a professora do AEE, professora da sala de aula comum, coordenadora pedagógica, profissional de apoio escolar, diretora e vice-diretora escolar. Os instrumentos da construção dos dados utilizados foram pesquisa documental; observação com apoio em diário de campo e em videogravação; entrevista; e, sessões de diálogos pedagógicos com auxílio da autoconfrontação simples. Os dados foram analisados por meio de eixos temáticos: processo de escolarização para estudantes com TEA; interação entre profissionais da escola e estudantes com TEA; e, movimentos produzidos pela/na escola por meio da tessitura na pesquisa participante. Os resultados apontaram que um dos maiores entraves para a escolarização do estudante com TEA diz respeito a ação dos profissionais que atuam junto a ele, principalmente no que se refere ao cumprimento do prescrito em seus papéis profissionais, quando suas ações são negligenciadas ou delegadas a outros há lacunas que impossibilitam o desenvolvimento acadêmico do estudante. Além disso há necessidade de planejamento conjunto e articulação docente. A medida que há utilização de um planejamento educacional individualizado para o estudante com TEA em consonância com o currículo comum e com os objetivos elencados pelos professores e por sua família há possibilidades de desenvolvimento acadêmico em ambiente de escola regular. Faz-se necessário que novos estudos sobre essa temática sejam realizados ampliando a população participante de professores e estudantes com TEA para assim haver a construção de novos conhecimentos necessários a modificação das realidades educacionais brasileiras.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)porUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Educação Especial - PPGEEsUFSCarEducação especialTranstorno do Espectro Autista (TEA)EscolarizaçãoSpecial educationSchoolingAutism Spectrum Disorder (ASD)CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEMCIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM::APRENDIZAGEM E DESEMPENHO ACADEMICOSCIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM::ENSINO E APRENDIZAGEM NA SALA DE AULAEstudantes com Transtorno do Espectro do Autismo (TEA) na escola: desafios para a ação educativa compartilhadaStudents with Autism Spectrum Disorder (ASD) at school: challenges to shared educational actioninfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisOnline88fe0a96-7662-458f-8d82-9dc9dd452400info:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALBARBOSA _Marily Oliveira _tese.pdfBARBOSA _Marily Oliveira _tese.pdfapplication/pdf2867076https://repositorio.ufscar.br/bitstream/ufscar/10677/1/BARBOSA%20_Marily%20Oliveira%20_tese.pdfa25611a9019549f204403ea41bc87f96MD51LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Estudantes com Transtorno do Espectro do Autismo (TEA) na escola: desafios para a ação educativa compartilhada |
dc.title.alternative.eng.fl_str_mv |
Students with Autism Spectrum Disorder (ASD) at school: challenges to shared educational action |
title |
Estudantes com Transtorno do Espectro do Autismo (TEA) na escola: desafios para a ação educativa compartilhada |
spellingShingle |
Estudantes com Transtorno do Espectro do Autismo (TEA) na escola: desafios para a ação educativa compartilhada Barbosa, Marily Oliveira Educação especial Transtorno do Espectro Autista (TEA) Escolarização Special education Schooling Autism Spectrum Disorder (ASD) CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM::APRENDIZAGEM E DESEMPENHO ACADEMICOS CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM::ENSINO E APRENDIZAGEM NA SALA DE AULA |
title_short |
Estudantes com Transtorno do Espectro do Autismo (TEA) na escola: desafios para a ação educativa compartilhada |
title_full |
Estudantes com Transtorno do Espectro do Autismo (TEA) na escola: desafios para a ação educativa compartilhada |
title_fullStr |
Estudantes com Transtorno do Espectro do Autismo (TEA) na escola: desafios para a ação educativa compartilhada |
title_full_unstemmed |
Estudantes com Transtorno do Espectro do Autismo (TEA) na escola: desafios para a ação educativa compartilhada |
title_sort |
Estudantes com Transtorno do Espectro do Autismo (TEA) na escola: desafios para a ação educativa compartilhada |
author |
Barbosa, Marily Oliveira |
author_facet |
Barbosa, Marily Oliveira |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/5532748263640890 |
dc.contributor.author.fl_str_mv |
Barbosa, Marily Oliveira |
dc.contributor.advisor1.fl_str_mv |
Caiado, Kátia Regina Moreno |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/0803778280883949 |
dc.contributor.authorID.fl_str_mv |
be597331-d83b-412f-81ee-bc531772bb58 |
contributor_str_mv |
Caiado, Kátia Regina Moreno |
dc.subject.por.fl_str_mv |
Educação especial Transtorno do Espectro Autista (TEA) Escolarização |
topic |
Educação especial Transtorno do Espectro Autista (TEA) Escolarização Special education Schooling Autism Spectrum Disorder (ASD) CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM::APRENDIZAGEM E DESEMPENHO ACADEMICOS CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM::ENSINO E APRENDIZAGEM NA SALA DE AULA |
dc.subject.eng.fl_str_mv |
Special education Schooling Autism Spectrum Disorder (ASD) |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM::APRENDIZAGEM E DESEMPENHO ACADEMICOS CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM::ENSINO E APRENDIZAGEM NA SALA DE AULA |
description |
The entrance of students with Autism Spectrum Disorder (ASD) in the regular school is relatively recent and causes challenges, uncertainties and doubts in educators. The portion of students with ASD who choose the regular school, need and have the right to a quality schooling that promotes the maximum development of their potentialities. Thus, these students need teachers to change their teaching work. To do this, they need teachers to use differentiated methodologies. In view of this, the general objective of this study is developing and evaluating an intervention based on participant research, in order to broaden the shared educational work and to improve access to the curriculum for students with ASD. The specific objectives are: to know the teaching work proposed and performed for the student with ASD in the common classroom and in the Specialized Educational Assistance (SEA); to problematize the process of schooling of the student with ASD with education professionals and with the school support professional; to develop pedagogical dialogues with education professionals and school support professionals in order to promote changes in the schooling process for students with ASD. This study is based on the dialectical historical materialist perspective with a focus on historical cultural psychology and historical-critical pedagogy. Participant research involved the ESA teacher, the classroom teacher, the pedagogical coordinator, the school support professional, the director, and the school vice principal. The instruments used were: documentary research; observation with field diary and video recording; interview; and sessions of pedagogical dialogues with simple autoconfrontation. The data were analyzed in the thematic axes: schooling process for students with ASD; interaction between school professionals and students with ASD; and movement of the school in the development of the participant research. The results pointed that one of the barriers to the schooling of the student with ASD is the action of professionals, mainly regarding the fulfillment of the prescribed ones in their professional functions, when their actions are neglected or delegated to others, there are barriers that hinder the academic development of the student. In addition, it takes joint planning and teacher articulation. When there is individualized educational planning for the TEA student along with the common curriculum and the goals set out by teachers and families, there is possibility of academic development in regular school. It is necessary to carry out new studies on this topic, expanding the sample of teachers and students with ASD, making possible the construction of new knowledge necessary for the modification of the Brazilian educational realities. |
publishDate |
2018 |
dc.date.accessioned.fl_str_mv |
2018-11-21T12:21:53Z |
dc.date.available.fl_str_mv |
2018-11-21T12:21:53Z |
dc.date.issued.fl_str_mv |
2018-09-14 |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
BARBOSA, Marily Oliveira. Estudantes com Transtorno do Espectro do Autismo (TEA) na escola: desafios para a ação educativa compartilhada. 2018. Tese (Doutorado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2018. Disponível em: https://repositorio.ufscar.br/handle/ufscar/10677. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/10677 |
identifier_str_mv |
BARBOSA, Marily Oliveira. Estudantes com Transtorno do Espectro do Autismo (TEA) na escola: desafios para a ação educativa compartilhada. 2018. Tese (Doutorado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2018. Disponível em: https://repositorio.ufscar.br/handle/ufscar/10677. |
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https://repositorio.ufscar.br/handle/ufscar/10677 |
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openAccess |
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Universidade Federal de São Carlos Câmpus São Carlos |
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Programa de Pós-Graduação em Educação Especial - PPGEEs |
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UFSCar |
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Universidade Federal de São Carlos Câmpus São Carlos |
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