O papel do educador social volunt??rio no processo de inclus??o de estudantes com transtorno do espectro autista
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UCB |
Texto Completo: | https://bdtd.ucb.br:8443/jspui/handle/tede/2416 |
Resumo: | In the last decades, several international movements have appeared in favor of a more inclusive and less segregator system of education. In Brazil, inclusion was influenced by ideals of education from Europe and the United States. In relation to rights for students with Autism Spectrum Disorder (ASD), the Berenice Piana Law presents a significant support figure in the process of inclusion of this audience, the specialized companion, as long as their need is proven. In the Federal District (FD), this support is provided by a teaching assistant which is a Volunteer Social Educator (VSE). Considering the VSE as a support for the educational inclusion of the student with ASD leads to the need to reflect on pedagogical policies and practices directed at them, due to the challenges education faces. Moreover, it is debatable whether the rights of these students are being guaranteed, since not even the federal legislation guarantees the profile of this aid figure. This being true, the scarcity of research related to the VSE in the realm of educational inclusion is detected. From a broader perspective, this research investigates the inclusive process of students with ASD in reverse integration classes of mainstream school, to discover relevant aspects about the role of volunteer social educator, order to promote the educational inclusion of this public. The research aimed to investigate whether the volunteer social educator's role in the classroom in the process of including the student with ASD contributes to the success of their school performance or corroborates a veiled exclusion. The methodology used was exploratory qualitative research. It is a multiple cases study with one unit of analysis. The sources of evidence used were document analysis, observations and interviews. The research participants were two teachers, two VSE, a director and an educational counselor from two mainstream schools of the FD public school system in which they studied children with ASD in reverse integration classes accompanied by VSE. Exclusion processes were identified in both cases, although the importance of this educational support is acknowledged. The research revealed the necessity of continuous work in relation to the formation of the VSE. The way in which district legislation is supplying the specialized companion, to which the TEA student is entitled, has not been sufficient to guarantee the right to learn from the whole individual formation perspective. |
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Vasconcelos, Ivar C??sar Oliveira dehttp://lattes.cnpq.br/4769221603499938http://lattes.cnpq.br/2771776468818697Silva, Gisele Eduardo de Oliveira2018-06-18T20:35:44Z2018-02-23SILVA, Gisele Eduardo de Oliveira. O papel do educador social volunt??rio no processo de inclus??o de estudantes com transtorno do espectro autista. 2018. 94 f. Disserta????o (Programa Stricto Sensu em Educa????o) - Universidade Cat??lica de Bras??lia, Bras??lia, 2018.https://bdtd.ucb.br:8443/jspui/handle/tede/2416In the last decades, several international movements have appeared in favor of a more inclusive and less segregator system of education. In Brazil, inclusion was influenced by ideals of education from Europe and the United States. In relation to rights for students with Autism Spectrum Disorder (ASD), the Berenice Piana Law presents a significant support figure in the process of inclusion of this audience, the specialized companion, as long as their need is proven. In the Federal District (FD), this support is provided by a teaching assistant which is a Volunteer Social Educator (VSE). Considering the VSE as a support for the educational inclusion of the student with ASD leads to the need to reflect on pedagogical policies and practices directed at them, due to the challenges education faces. Moreover, it is debatable whether the rights of these students are being guaranteed, since not even the federal legislation guarantees the profile of this aid figure. This being true, the scarcity of research related to the VSE in the realm of educational inclusion is detected. From a broader perspective, this research investigates the inclusive process of students with ASD in reverse integration classes of mainstream school, to discover relevant aspects about the role of volunteer social educator, order to promote the educational inclusion of this public. The research aimed to investigate whether the volunteer social educator's role in the classroom in the process of including the student with ASD contributes to the success of their school performance or corroborates a veiled exclusion. The methodology used was exploratory qualitative research. It is a multiple cases study with one unit of analysis. The sources of evidence used were document analysis, observations and interviews. The research participants were two teachers, two VSE, a director and an educational counselor from two mainstream schools of the FD public school system in which they studied children with ASD in reverse integration classes accompanied by VSE. Exclusion processes were identified in both cases, although the importance of this educational support is acknowledged. The research revealed the necessity of continuous work in relation to the formation of the VSE. The way in which district legislation is supplying the specialized companion, to which the TEA student is entitled, has not been sufficient to guarantee the right to learn from the whole individual formation perspective.Nas ??ltimas d??cadas, surgiram v??rios movimentos internacionais em prol de um sistema de ensino mais inclusivo e menos segregativo. No Brasil, a inclus??o sofreu influ??ncias de ideais de educa????o advindas da Europa e dos Estados Unidos da Am??rica. Em rela????o aos direitos voltados aos estudantes com Transtorno do Espectro Autista (TEA), a Lei Berenice Piana apresenta uma figura de apoio significativa no processo de inclus??o desse p??blico, o acompanhante especializado, desde que a sua necessidade seja comprovada. No Distrito Federal (DF), esse apoio ?? suprido pelo Educador Social Volunt??rio (ESV). Ao se considerar o ESV como apoio ?? inclus??o educacional do estudante com TEA leva ?? necessidade de refletir sobre pol??ticas e pr??ticas pedag??gicas a ele direcionadas, em virtude dos desafios colocados ?? educa????o. Al??m disso, ?? discut??vel se os direitos desses estudantes est??o sendo garantidos, posto que nem mesmo a legisla????o federal garante o do perfil dessa figura de aux??lio. Diante disso, e constatada a escassez de pesquisas relacionadas ao ESV no ??mbito da inclus??o educacional, numa perspectiva mais abrangente, esta pesquisa investiga o processo inclusivo de estudantes com TEA em turmas de integra????o inversa de escola regular, para descobrir aspectos relevantes sobre o papel do educador social volunt??rio, a fim de promover a inclus??o educacional desse p??blico. A pesquisa teve por objetivo investigar se a atua????o do educador social volunt??rio, em sala de aula, no processo de inclus??o do estudante com TEA, contribui para o ??xito de seu desempenho escolar ou corrobora uma exclus??o velada. A metodologia utilizada foi a pesquisa qualitativa explorat??ria. Trata-se de um estudo de casos m??ltiplos com uma unidade de an??lise. As fontes de evid??ncia utilizadas foram an??lise documental, observa????es e entrevistas. Os participantes da pesquisa foram dois professores, duas ESV, uma diretora e uma orientadora educacional de duas escolas regulares da rede p??blica de ensino do DF nas quais estudavam crian??as com TEA em turmas de integra????o inversa acompanhados por ESV. Processos excludentes foram identificados nos dois casos, ainda que reconhecida a import??ncia desse apoio educacional. A pesquisa concluiu ser necess??rio um trabalho cont??nuo de forma????o em rela????o ao ESV. A maneira como a legisla????o distrital est?? suprindo o acompanhante especializado, a que o estudante com TEA tem direito, n??o tem sido suficiente para garantir os direitos de aprendizagem da perspectiva da forma????o integral.Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2018-06-18T20:35:03Z No. of bitstreams: 1 GiseleEduardodeOliveiraSilvaDissertacao2018.pdf: 1661361 bytes, checksum: 22eba59d2a319e6a60fcfb072b430263 (MD5)Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2018-06-18T20:35:44Z (GMT) No. of bitstreams: 1 GiseleEduardodeOliveiraSilvaDissertacao2018.pdf: 1661361 bytes, checksum: 22eba59d2a319e6a60fcfb072b430263 (MD5)Made available in DSpace on 2018-06-18T20:35:44Z (GMT). No. of bitstreams: 1 GiseleEduardodeOliveiraSilvaDissertacao2018.pdf: 1661361 bytes, checksum: 22eba59d2a319e6a60fcfb072b430263 (MD5) Previous issue date: 2018-02-23application/pdfhttps://bdtd.ucb.br:8443/jspui/retrieve/5721/GiseleEduardodeOliveiraSilvaDissertacao2018.pdf.jpgporUniversidade Cat??lica de Bras??liaPrograma Stricto Sensu em Educa????oUCBBrasilEscola de Educa????o, Tecnologia e Comunica????oInclus??o educacionalTranstorno do Espectro Autista - TEAEducador social volunt??rioAcompanhante especializadoEducational inclusionAutism Spectrum Disorder - ASDVolunteer social educatorSpecialized companionTeacher assistantCNPQ::CIENCIAS HUMANAS::EDUCACAOO papel do educador social volunt??rio no processo de inclus??o de estudantes com transtorno do espectro autistainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UCBinstname:Universidade Católica de Brasília (UCB)instacron:UCBLICENSElicense.txtlicense.txttext/plain; charset=utf-81905https://200.214.135.178:8443/jspui/bitstream/tede/2416/1/license.txt75558dcf859532757239878b42f1c2c7MD51ORIGINALGiseleEduardodeOliveiraSilvaDissertacao2018.pdfGiseleEduardodeOliveiraSilvaDissertacao2018.pdfapplication/pdf1661361https://200.214.135.178:8443/jspui/bitstream/tede/2416/2/GiseleEduardodeOliveiraSilvaDissertacao2018.pdf22eba59d2a319e6a60fcfb072b430263MD52TEXTGiseleEduardodeOliveiraSilvaDissertacao2018.pdf.txtGiseleEduardodeOliveiraSilvaDissertacao2018.pdf.txttext/plain227425https://200.214.135.178:8443/jspui/bitstream/tede/2416/3/GiseleEduardodeOliveiraSilvaDissertacao2018.pdf.txt8fc32b40cb333a60c64f5073d51897f4MD53THUMBNAILGiseleEduardodeOliveiraSilvaDissertacao2018.pdf.jpgGiseleEduardodeOliveiraSilvaDissertacao2018.pdf.jpgimage/jpeg5377https://200.214.135.178:8443/jspui/bitstream/tede/2416/4/GiseleEduardodeOliveiraSilvaDissertacao2018.pdf.jpg30657f226b1614a492b4bb7ad6aafcc7MD54tede/24162018-06-19 15:05:04.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 Digital de Teses e Dissertaçõeshttps://bdtd.ucb.br:8443/jspui/ |
dc.title.por.fl_str_mv |
O papel do educador social volunt??rio no processo de inclus??o de estudantes com transtorno do espectro autista |
title |
O papel do educador social volunt??rio no processo de inclus??o de estudantes com transtorno do espectro autista |
spellingShingle |
O papel do educador social volunt??rio no processo de inclus??o de estudantes com transtorno do espectro autista Silva, Gisele Eduardo de Oliveira Inclus??o educacional Transtorno do Espectro Autista - TEA Educador social volunt??rio Acompanhante especializado Educational inclusion Autism Spectrum Disorder - ASD Volunteer social educator Specialized companion Teacher assistant CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
O papel do educador social volunt??rio no processo de inclus??o de estudantes com transtorno do espectro autista |
title_full |
O papel do educador social volunt??rio no processo de inclus??o de estudantes com transtorno do espectro autista |
title_fullStr |
O papel do educador social volunt??rio no processo de inclus??o de estudantes com transtorno do espectro autista |
title_full_unstemmed |
O papel do educador social volunt??rio no processo de inclus??o de estudantes com transtorno do espectro autista |
title_sort |
O papel do educador social volunt??rio no processo de inclus??o de estudantes com transtorno do espectro autista |
author |
Silva, Gisele Eduardo de Oliveira |
author_facet |
Silva, Gisele Eduardo de Oliveira |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Vasconcelos, Ivar C??sar Oliveira de |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4769221603499938 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/2771776468818697 |
dc.contributor.author.fl_str_mv |
Silva, Gisele Eduardo de Oliveira |
contributor_str_mv |
Vasconcelos, Ivar C??sar Oliveira de |
dc.subject.por.fl_str_mv |
Inclus??o educacional Transtorno do Espectro Autista - TEA Educador social volunt??rio Acompanhante especializado Educational inclusion Autism Spectrum Disorder - ASD Volunteer social educator Specialized companion Teacher assistant |
topic |
Inclus??o educacional Transtorno do Espectro Autista - TEA Educador social volunt??rio Acompanhante especializado Educational inclusion Autism Spectrum Disorder - ASD Volunteer social educator Specialized companion Teacher assistant CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.description.abstract.eng.fl_txt_mv |
In the last decades, several international movements have appeared in favor of a more inclusive and less segregator system of education. In Brazil, inclusion was influenced by ideals of education from Europe and the United States. In relation to rights for students with Autism Spectrum Disorder (ASD), the Berenice Piana Law presents a significant support figure in the process of inclusion of this audience, the specialized companion, as long as their need is proven. In the Federal District (FD), this support is provided by a teaching assistant which is a Volunteer Social Educator (VSE). Considering the VSE as a support for the educational inclusion of the student with ASD leads to the need to reflect on pedagogical policies and practices directed at them, due to the challenges education faces. Moreover, it is debatable whether the rights of these students are being guaranteed, since not even the federal legislation guarantees the profile of this aid figure. This being true, the scarcity of research related to the VSE in the realm of educational inclusion is detected. From a broader perspective, this research investigates the inclusive process of students with ASD in reverse integration classes of mainstream school, to discover relevant aspects about the role of volunteer social educator, order to promote the educational inclusion of this public. The research aimed to investigate whether the volunteer social educator's role in the classroom in the process of including the student with ASD contributes to the success of their school performance or corroborates a veiled exclusion. The methodology used was exploratory qualitative research. It is a multiple cases study with one unit of analysis. The sources of evidence used were document analysis, observations and interviews. The research participants were two teachers, two VSE, a director and an educational counselor from two mainstream schools of the FD public school system in which they studied children with ASD in reverse integration classes accompanied by VSE. Exclusion processes were identified in both cases, although the importance of this educational support is acknowledged. The research revealed the necessity of continuous work in relation to the formation of the VSE. The way in which district legislation is supplying the specialized companion, to which the TEA student is entitled, has not been sufficient to guarantee the right to learn from the whole individual formation perspective. |
dc.description.abstract.por.fl_txt_mv |
Nas ??ltimas d??cadas, surgiram v??rios movimentos internacionais em prol de um sistema de ensino mais inclusivo e menos segregativo. No Brasil, a inclus??o sofreu influ??ncias de ideais de educa????o advindas da Europa e dos Estados Unidos da Am??rica. Em rela????o aos direitos voltados aos estudantes com Transtorno do Espectro Autista (TEA), a Lei Berenice Piana apresenta uma figura de apoio significativa no processo de inclus??o desse p??blico, o acompanhante especializado, desde que a sua necessidade seja comprovada. No Distrito Federal (DF), esse apoio ?? suprido pelo Educador Social Volunt??rio (ESV). Ao se considerar o ESV como apoio ?? inclus??o educacional do estudante com TEA leva ?? necessidade de refletir sobre pol??ticas e pr??ticas pedag??gicas a ele direcionadas, em virtude dos desafios colocados ?? educa????o. Al??m disso, ?? discut??vel se os direitos desses estudantes est??o sendo garantidos, posto que nem mesmo a legisla????o federal garante o do perfil dessa figura de aux??lio. Diante disso, e constatada a escassez de pesquisas relacionadas ao ESV no ??mbito da inclus??o educacional, numa perspectiva mais abrangente, esta pesquisa investiga o processo inclusivo de estudantes com TEA em turmas de integra????o inversa de escola regular, para descobrir aspectos relevantes sobre o papel do educador social volunt??rio, a fim de promover a inclus??o educacional desse p??blico. A pesquisa teve por objetivo investigar se a atua????o do educador social volunt??rio, em sala de aula, no processo de inclus??o do estudante com TEA, contribui para o ??xito de seu desempenho escolar ou corrobora uma exclus??o velada. A metodologia utilizada foi a pesquisa qualitativa explorat??ria. Trata-se de um estudo de casos m??ltiplos com uma unidade de an??lise. As fontes de evid??ncia utilizadas foram an??lise documental, observa????es e entrevistas. Os participantes da pesquisa foram dois professores, duas ESV, uma diretora e uma orientadora educacional de duas escolas regulares da rede p??blica de ensino do DF nas quais estudavam crian??as com TEA em turmas de integra????o inversa acompanhados por ESV. Processos excludentes foram identificados nos dois casos, ainda que reconhecida a import??ncia desse apoio educacional. A pesquisa concluiu ser necess??rio um trabalho cont??nuo de forma????o em rela????o ao ESV. A maneira como a legisla????o distrital est?? suprindo o acompanhante especializado, a que o estudante com TEA tem direito, n??o tem sido suficiente para garantir os direitos de aprendizagem da perspectiva da forma????o integral. |
description |
In the last decades, several international movements have appeared in favor of a more inclusive and less segregator system of education. In Brazil, inclusion was influenced by ideals of education from Europe and the United States. In relation to rights for students with Autism Spectrum Disorder (ASD), the Berenice Piana Law presents a significant support figure in the process of inclusion of this audience, the specialized companion, as long as their need is proven. In the Federal District (FD), this support is provided by a teaching assistant which is a Volunteer Social Educator (VSE). Considering the VSE as a support for the educational inclusion of the student with ASD leads to the need to reflect on pedagogical policies and practices directed at them, due to the challenges education faces. Moreover, it is debatable whether the rights of these students are being guaranteed, since not even the federal legislation guarantees the profile of this aid figure. This being true, the scarcity of research related to the VSE in the realm of educational inclusion is detected. From a broader perspective, this research investigates the inclusive process of students with ASD in reverse integration classes of mainstream school, to discover relevant aspects about the role of volunteer social educator, order to promote the educational inclusion of this public. The research aimed to investigate whether the volunteer social educator's role in the classroom in the process of including the student with ASD contributes to the success of their school performance or corroborates a veiled exclusion. The methodology used was exploratory qualitative research. It is a multiple cases study with one unit of analysis. The sources of evidence used were document analysis, observations and interviews. The research participants were two teachers, two VSE, a director and an educational counselor from two mainstream schools of the FD public school system in which they studied children with ASD in reverse integration classes accompanied by VSE. Exclusion processes were identified in both cases, although the importance of this educational support is acknowledged. The research revealed the necessity of continuous work in relation to the formation of the VSE. The way in which district legislation is supplying the specialized companion, to which the TEA student is entitled, has not been sufficient to guarantee the right to learn from the whole individual formation perspective. |
publishDate |
2018 |
dc.date.accessioned.fl_str_mv |
2018-06-18T20:35:44Z |
dc.date.issued.fl_str_mv |
2018-02-23 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
status_str |
publishedVersion |
format |
masterThesis |
dc.identifier.citation.fl_str_mv |
SILVA, Gisele Eduardo de Oliveira. O papel do educador social volunt??rio no processo de inclus??o de estudantes com transtorno do espectro autista. 2018. 94 f. Disserta????o (Programa Stricto Sensu em Educa????o) - Universidade Cat??lica de Bras??lia, Bras??lia, 2018. |
dc.identifier.uri.fl_str_mv |
https://bdtd.ucb.br:8443/jspui/handle/tede/2416 |
identifier_str_mv |
SILVA, Gisele Eduardo de Oliveira. O papel do educador social volunt??rio no processo de inclus??o de estudantes com transtorno do espectro autista. 2018. 94 f. Disserta????o (Programa Stricto Sensu em Educa????o) - Universidade Cat??lica de Bras??lia, Bras??lia, 2018. |
url |
https://bdtd.ucb.br:8443/jspui/handle/tede/2416 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Cat??lica de Bras??lia |
dc.publisher.program.fl_str_mv |
Programa Stricto Sensu em Educa????o |
dc.publisher.initials.fl_str_mv |
UCB |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Escola de Educa????o, Tecnologia e Comunica????o |
publisher.none.fl_str_mv |
Universidade Cat??lica de Bras??lia |
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