SINAIS DO TRANSTORNO DO ESPECTRO AUTISTA: FORMAÇÃO DE PROFESSORES E RASTREIO PRECOCE NA EDUCAÇÃO INFANTIL
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UNICENTRO |
Texto Completo: | http://tede.unicentro.br:8080/jspui/handle/jspui/2145 |
Resumo: | Since the 1990s, Brazilian legislation has guaranteed the right to equal access and permanence in education, across all levels, for people who are Targeted for Special Education (PAEE). Part of this group is affected by Autism Spectrum Disorder (ASD), which is a neurodevelopmental disorder characterized by deficits in communication and social interaction, with the presence of repetitive and restrictive behaviours, manifested up to 36 months of age. In this scenario, this study, which is part of the Education, Culture and Diversity research line and is part of the Interdisciplinary Study and Research Group on Human Development and Education (GIEDH), is based on the assumption that teachers' understanding of the unique characteristics of ASD makes it possible to identify and intervene early with children on the spectrum. As Early Childhood Education (EI) is the first stage of Basic Education, whose function is the integral development of the child in physical, psychological, social and intellectual aspects, the main objective of this research was to plan, apply and evaluate training for teachers at Municipal Early Childhood Education Centers (CMEI) in the city of Guarapuava-PR, with an emphasis on identifying signs of ASD and proposing inclusive pedagogical practices for children up to 36 months of age. The methodology adopted was action research from the perspective of the cultural-historical approach, and the data analysis was qualitative, descriptive and exploratory. Two instruments were used to generate data: (a) questionnaires - A and B - applied before and after the proposed training, in order to identify the teachers' understanding of the subject, their anxieties, difficulties and facilities; and (b) the M-CHAT-R/F© scale used to check whether the training helped the teacher to assimilate the signs attributed to ASD, as well as screening children with signs of ASD at the CMEI. Seven CMEIs took part in the study, comprising 35 teachers, 4 supervisors, 2 directors and 22 children. The data was processed using Bardin's (1977; 2011) content analysis. As a result, there was a significant increase in the perception of signs attributed to ASD after the training, showing that the teachers who identified signs in young children were in favor of early intervention even without a diagnosis, as well as being assertive in the referrals given to families. Having a guiding instrument, the participants were more confident in referring children for early screening, and one of the children was diagnosed immediately after undergoing screening. Another point was that the questionnaires revealed difficulties, with more than 50% of the teachers reporting no facilities. The main limitations or possibilities in caring for children with ASD pointed out by the teachers were related to social behavior and language, pedagogical actions and learning, and family support and human/pedagogical resources. It was concluded that challenges cross the education of children and childhood(ies), especially children with ASD, which is why providing continuing and in-service training, as well as tools to guide pedagogical practices with a view to the child's integral development, are essential, in addition to promoting effective public policies for the implementation of Specialized Educational Care (SEA) in EI. |
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Barby, Ana Aparecida de Oliveira Machadohttp://lattes.cnpq.br/7539915206597581094.041.469-43http://lattes.cnpq.br/9804081026293363RATUCHNE, PALOMA APARECIDA OLIVEIRA2024-02-06T13:46:41Z2023-12-08RATUCHNE, PALOMA APARECIDA OLIVEIRA. SINAIS DO TRANSTORNO DO ESPECTRO AUTISTA: FORMAÇÃO DE PROFESSORES E RASTREIO PRECOCE NA EDUCAÇÃO INFANTIL. 2023. 165 f. Dissertação (Programa de Pós-Graduação em Educação - Mestrado - Irati) - Universidade Estadual do Centro-Oeste, Guarapuava.http://tede.unicentro.br:8080/jspui/handle/jspui/2145Since the 1990s, Brazilian legislation has guaranteed the right to equal access and permanence in education, across all levels, for people who are Targeted for Special Education (PAEE). Part of this group is affected by Autism Spectrum Disorder (ASD), which is a neurodevelopmental disorder characterized by deficits in communication and social interaction, with the presence of repetitive and restrictive behaviours, manifested up to 36 months of age. In this scenario, this study, which is part of the Education, Culture and Diversity research line and is part of the Interdisciplinary Study and Research Group on Human Development and Education (GIEDH), is based on the assumption that teachers' understanding of the unique characteristics of ASD makes it possible to identify and intervene early with children on the spectrum. As Early Childhood Education (EI) is the first stage of Basic Education, whose function is the integral development of the child in physical, psychological, social and intellectual aspects, the main objective of this research was to plan, apply and evaluate training for teachers at Municipal Early Childhood Education Centers (CMEI) in the city of Guarapuava-PR, with an emphasis on identifying signs of ASD and proposing inclusive pedagogical practices for children up to 36 months of age. The methodology adopted was action research from the perspective of the cultural-historical approach, and the data analysis was qualitative, descriptive and exploratory. Two instruments were used to generate data: (a) questionnaires - A and B - applied before and after the proposed training, in order to identify the teachers' understanding of the subject, their anxieties, difficulties and facilities; and (b) the M-CHAT-R/F© scale used to check whether the training helped the teacher to assimilate the signs attributed to ASD, as well as screening children with signs of ASD at the CMEI. Seven CMEIs took part in the study, comprising 35 teachers, 4 supervisors, 2 directors and 22 children. The data was processed using Bardin's (1977; 2011) content analysis. As a result, there was a significant increase in the perception of signs attributed to ASD after the training, showing that the teachers who identified signs in young children were in favor of early intervention even without a diagnosis, as well as being assertive in the referrals given to families. Having a guiding instrument, the participants were more confident in referring children for early screening, and one of the children was diagnosed immediately after undergoing screening. Another point was that the questionnaires revealed difficulties, with more than 50% of the teachers reporting no facilities. The main limitations or possibilities in caring for children with ASD pointed out by the teachers were related to social behavior and language, pedagogical actions and learning, and family support and human/pedagogical resources. It was concluded that challenges cross the education of children and childhood(ies), especially children with ASD, which is why providing continuing and in-service training, as well as tools to guide pedagogical practices with a view to the child's integral development, are essential, in addition to promoting effective public policies for the implementation of Specialized Educational Care (SEA) in EI.A partir da década de 1990 a legislação brasileira passou a garantir os direitos à igualdade de acesso e permanência na educação, de forma transversal em todos os níveis às pessoas Público-Alvo da Educação Especial (PAEE). Uma parte desse grupo está inserida no Transtorno do Espectro Autista (TEA) que é um distúrbio do neurodesenvolvimento caracterizado por déficits na comunicação e interação social, com a presença de comportamentos repetitivos e restritivos, manifestados até os 36 meses de idade. Nesse cenário, o presente estudo, o qual insere-se na linha de pesquisa Educação, Cultura e Diversidade, e faz parte do Grupo de Estudo e Pesquisa Interdisciplinar em Desenvolvimento Humano e Educação (GIEDH), tem como ponto de partida o pressuposto de que a compreensão das características singulares do TEA por parte dos professores possibilita a identificação e a intervenção precoce das crianças no espectro. Sendo a Educação Infantil (EI) a primeira etapa da Educação Básica que tem como função o desenvolvimento integral da criança nos aspectos físico, psicológico, social e intelectual, o objetivo principal desta pesquisa foi planejar, aplicar e avaliar uma formação para os(as) professores(as) dos Centros Municipais de Educação Infantil (CMEI) na cidade de Guarapuava-PR, com ênfase na identificação de indícios de TEA e na proposição de práticas pedagógicas inclusivas para crianças de até 36 meses de idade. A metodologia adotada foi da pesquisa-ação na perspectiva histórico-cultural e a análise dos dados foi qualitativa de cunho descritivo e exploratório. Foram utilizados dois instrumentos para geração de dados, sendo: (a) questionários - A e B - aplicados antes e após a formação proposta, com o intuito de identificar o entendimento dos professores sobre a temática, suas angústias, dificuldades e facilidades; e (b) a escala M-CHAT-R/F© utilizada para que fosse possível verificar se a formação auxiliou o professor na assimilação dos sinais atribuídos ao TEA, além de realizar a triagem de crianças com indícios de TEA no CMEI. Participaram da pesquisa 7 CMEIs, sendo 35 professoras, 4 supervisoras, 2 diretoras e 22 crianças. O tratamento dos dados deu-se pela análise do conteúdo de Bardin (1977; 2011). Como resultados, houve aumento expressivo da percepção dos sinais atribuídos ao TEA após a formação, demonstrando que as professoras que identificaram indícios em crianças pequenas demonstraram-se favoráveis à intervenção precoce mesmo sem o diagnóstico, assim como evidenciaram assertividade nos encaminhamentos dados às famílias. Tendo um instrumento norteador, as participantes indicaram com mais segurança crianças para o rastreio precoce, sendo que uma das crianças obteve o diagnóstico logo após passar pela triagem. Outro ponto foi que nas respostas aos questionários foram evidenciadas as dificuldades sendo que mais de 50% das professoras não relataram facilidades. As principais limitações ou possibilidades no atendimento das crianças com TEA apontadas pelas docentes foram referentes ao comportamento social e à linguagem, às ações pedagógicas e à aprendizagem, e ao apoio familiar e recursos humanos/pedagógicos. Concluiu-se que os desafios atravessam a educação das crianças e da(s) infância(s), principalmente dos pequenos com TEA, por isso oportunizar formações continuadas e em serviço, e também disponibilizar instrumentos norteadores das práticas pedagógicas com vistas ao desenvolvimento integral da criança tornam-se essenciais, além da fomentação de políticas públicas efetivas para implementação do Atendimento Educacional Especializado (AEE) na EI.Submitted by Fabiano Jucá (fjuca@unicentro.br) on 2024-02-06T13:46:41Z No. of bitstreams: 1 Dissertação - Paloma Aparecida Oliveira Ratuchne.pdf: 10811391 bytes, checksum: a65931e34757cf2af3cbf4dbbe695b26 (MD5)Made available in DSpace on 2024-02-06T13:46:41Z (GMT). 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dc.title.por.fl_str_mv |
SINAIS DO TRANSTORNO DO ESPECTRO AUTISTA: FORMAÇÃO DE PROFESSORES E RASTREIO PRECOCE NA EDUCAÇÃO INFANTIL |
dc.title.alternative.eng.fl_str_mv |
Signs of Autism Spectrum Disorder: teacher training and early screening in Early Childhood Education |
title |
SINAIS DO TRANSTORNO DO ESPECTRO AUTISTA: FORMAÇÃO DE PROFESSORES E RASTREIO PRECOCE NA EDUCAÇÃO INFANTIL |
spellingShingle |
SINAIS DO TRANSTORNO DO ESPECTRO AUTISTA: FORMAÇÃO DE PROFESSORES E RASTREIO PRECOCE NA EDUCAÇÃO INFANTIL RATUCHNE, PALOMA APARECIDA OLIVEIRA Transtorno do Espectro Autista Formação de Professores Escala M-CHAT-R/F Práticas educacionais inclusivas Educação Infantil Autism Spectrum Disorder Teacher Training M-CHAT-R/F scale Inclusive Educational Practices Early Childhood Education CIENCIAS HUMANAS::EDUCACAO |
title_short |
SINAIS DO TRANSTORNO DO ESPECTRO AUTISTA: FORMAÇÃO DE PROFESSORES E RASTREIO PRECOCE NA EDUCAÇÃO INFANTIL |
title_full |
SINAIS DO TRANSTORNO DO ESPECTRO AUTISTA: FORMAÇÃO DE PROFESSORES E RASTREIO PRECOCE NA EDUCAÇÃO INFANTIL |
title_fullStr |
SINAIS DO TRANSTORNO DO ESPECTRO AUTISTA: FORMAÇÃO DE PROFESSORES E RASTREIO PRECOCE NA EDUCAÇÃO INFANTIL |
title_full_unstemmed |
SINAIS DO TRANSTORNO DO ESPECTRO AUTISTA: FORMAÇÃO DE PROFESSORES E RASTREIO PRECOCE NA EDUCAÇÃO INFANTIL |
title_sort |
SINAIS DO TRANSTORNO DO ESPECTRO AUTISTA: FORMAÇÃO DE PROFESSORES E RASTREIO PRECOCE NA EDUCAÇÃO INFANTIL |
author |
RATUCHNE, PALOMA APARECIDA OLIVEIRA |
author_facet |
RATUCHNE, PALOMA APARECIDA OLIVEIRA |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Barby, Ana Aparecida de Oliveira Machado |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/7539915206597581 |
dc.contributor.authorID.fl_str_mv |
094.041.469-43 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/9804081026293363 |
dc.contributor.author.fl_str_mv |
RATUCHNE, PALOMA APARECIDA OLIVEIRA |
contributor_str_mv |
Barby, Ana Aparecida de Oliveira Machado |
dc.subject.por.fl_str_mv |
Transtorno do Espectro Autista Formação de Professores Escala M-CHAT-R/F Práticas educacionais inclusivas Educação Infantil |
topic |
Transtorno do Espectro Autista Formação de Professores Escala M-CHAT-R/F Práticas educacionais inclusivas Educação Infantil Autism Spectrum Disorder Teacher Training M-CHAT-R/F scale Inclusive Educational Practices Early Childhood Education CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Autism Spectrum Disorder Teacher Training M-CHAT-R/F scale Inclusive Educational Practices Early Childhood Education |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
Since the 1990s, Brazilian legislation has guaranteed the right to equal access and permanence in education, across all levels, for people who are Targeted for Special Education (PAEE). Part of this group is affected by Autism Spectrum Disorder (ASD), which is a neurodevelopmental disorder characterized by deficits in communication and social interaction, with the presence of repetitive and restrictive behaviours, manifested up to 36 months of age. In this scenario, this study, which is part of the Education, Culture and Diversity research line and is part of the Interdisciplinary Study and Research Group on Human Development and Education (GIEDH), is based on the assumption that teachers' understanding of the unique characteristics of ASD makes it possible to identify and intervene early with children on the spectrum. As Early Childhood Education (EI) is the first stage of Basic Education, whose function is the integral development of the child in physical, psychological, social and intellectual aspects, the main objective of this research was to plan, apply and evaluate training for teachers at Municipal Early Childhood Education Centers (CMEI) in the city of Guarapuava-PR, with an emphasis on identifying signs of ASD and proposing inclusive pedagogical practices for children up to 36 months of age. The methodology adopted was action research from the perspective of the cultural-historical approach, and the data analysis was qualitative, descriptive and exploratory. Two instruments were used to generate data: (a) questionnaires - A and B - applied before and after the proposed training, in order to identify the teachers' understanding of the subject, their anxieties, difficulties and facilities; and (b) the M-CHAT-R/F© scale used to check whether the training helped the teacher to assimilate the signs attributed to ASD, as well as screening children with signs of ASD at the CMEI. Seven CMEIs took part in the study, comprising 35 teachers, 4 supervisors, 2 directors and 22 children. The data was processed using Bardin's (1977; 2011) content analysis. As a result, there was a significant increase in the perception of signs attributed to ASD after the training, showing that the teachers who identified signs in young children were in favor of early intervention even without a diagnosis, as well as being assertive in the referrals given to families. Having a guiding instrument, the participants were more confident in referring children for early screening, and one of the children was diagnosed immediately after undergoing screening. Another point was that the questionnaires revealed difficulties, with more than 50% of the teachers reporting no facilities. The main limitations or possibilities in caring for children with ASD pointed out by the teachers were related to social behavior and language, pedagogical actions and learning, and family support and human/pedagogical resources. It was concluded that challenges cross the education of children and childhood(ies), especially children with ASD, which is why providing continuing and in-service training, as well as tools to guide pedagogical practices with a view to the child's integral development, are essential, in addition to promoting effective public policies for the implementation of Specialized Educational Care (SEA) in EI. |
publishDate |
2023 |
dc.date.issued.fl_str_mv |
2023-12-08 |
dc.date.accessioned.fl_str_mv |
2024-02-06T13:46:41Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
RATUCHNE, PALOMA APARECIDA OLIVEIRA. SINAIS DO TRANSTORNO DO ESPECTRO AUTISTA: FORMAÇÃO DE PROFESSORES E RASTREIO PRECOCE NA EDUCAÇÃO INFANTIL. 2023. 165 f. Dissertação (Programa de Pós-Graduação em Educação - Mestrado - Irati) - Universidade Estadual do Centro-Oeste, Guarapuava. |
dc.identifier.uri.fl_str_mv |
http://tede.unicentro.br:8080/jspui/handle/jspui/2145 |
identifier_str_mv |
RATUCHNE, PALOMA APARECIDA OLIVEIRA. SINAIS DO TRANSTORNO DO ESPECTRO AUTISTA: FORMAÇÃO DE PROFESSORES E RASTREIO PRECOCE NA EDUCAÇÃO INFANTIL. 2023. 165 f. Dissertação (Programa de Pós-Graduação em Educação - Mestrado - Irati) - Universidade Estadual do Centro-Oeste, Guarapuava. |
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