Alfabetização de alunos com transtorno do espectro autista (TEA) : concepções e práticas dos professores
Autor(a) principal: | |
---|---|
Data de Publicação: | 2019 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UEFS |
Texto Completo: | http://tede2.uefs.br:8080/handle/tede/892 |
Resumo: | Literacy is the beginning of a history of emancipation that is fundamental for every human being to constitute his identity and his position in the society in which he is inserted. Considering that the school has the function of building and systematizing scientific knowledge, and, receiving students with Autism Spectrum Disorder (TEA), who have peculiarities in their way of learning, it can be inferred that to alphabetize students with ASD is a complex process. In view of this, this research sought to investigate the conceptions and teaching practices that permeate the literacy process of children with ASD, searching for possible weaknesses and potentialities of this process. Thus, the central issue that guided the research was that literacy conceptions support the teaching practices of literacy students with ASD in the regular school. For this, we chose a qualitative approach, such as a case study and for data collection, semi-structured interviews and systematic observation of the work were done. The subjects of the research were ten teachers from the municipal public network of Feira de Santana, four of whom were regular teachers, five auxiliary teachers (trainees) and one teacher from the multifunction resource room (SRM), all of whom worked with students with ASD. It was based on a theoretical framework based mainly on Vygotsky's ideas about learning, development, mediation and other authors who research on inclusive education, literacy and students with ASD. The results show that there is still a long way to go in order for the literacy of the student with ASD to be effective, since the difficulties encountered by teachers in teaching practice are great, especially with regard to knowledge of literacy methods and styles of learning. students with ASD, due to the peculiarities of these students. The teachers consider that the difficulties are compounded by the gaps in initial and continuing teacher training, absence of articulated work between SRM teachers and other teachers, subjects who participate in the process, among others. However, despite the many challenges to be overcome, it was possible to verify that, although still very incipient, the use of method and the search for a systematization of procedures and the literacy of such students. |
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Ribeiro, Solange Lucas0557801958741932420568http://lattes.cnpq.br/0245952431176162Almeida, Izabel Cristina Araujo2019-09-19T23:02:22Z2019-03-21ALMEIDA, Izabel Cristina Araujo. Alfabetização de alunos com transtorno do espectro autista (TEA) : concepções e práticas dos professores. 2019. 147 f. Dissertação (Mestrado Acadêmico em Educação) - Universidade Estadual de Feira de Santana, Feira de Santana, 2019.http://tede2.uefs.br:8080/handle/tede/892Literacy is the beginning of a history of emancipation that is fundamental for every human being to constitute his identity and his position in the society in which he is inserted. Considering that the school has the function of building and systematizing scientific knowledge, and, receiving students with Autism Spectrum Disorder (TEA), who have peculiarities in their way of learning, it can be inferred that to alphabetize students with ASD is a complex process. In view of this, this research sought to investigate the conceptions and teaching practices that permeate the literacy process of children with ASD, searching for possible weaknesses and potentialities of this process. Thus, the central issue that guided the research was that literacy conceptions support the teaching practices of literacy students with ASD in the regular school. For this, we chose a qualitative approach, such as a case study and for data collection, semi-structured interviews and systematic observation of the work were done. The subjects of the research were ten teachers from the municipal public network of Feira de Santana, four of whom were regular teachers, five auxiliary teachers (trainees) and one teacher from the multifunction resource room (SRM), all of whom worked with students with ASD. It was based on a theoretical framework based mainly on Vygotsky's ideas about learning, development, mediation and other authors who research on inclusive education, literacy and students with ASD. The results show that there is still a long way to go in order for the literacy of the student with ASD to be effective, since the difficulties encountered by teachers in teaching practice are great, especially with regard to knowledge of literacy methods and styles of learning. students with ASD, due to the peculiarities of these students. The teachers consider that the difficulties are compounded by the gaps in initial and continuing teacher training, absence of articulated work between SRM teachers and other teachers, subjects who participate in the process, among others. However, despite the many challenges to be overcome, it was possible to verify that, although still very incipient, the use of method and the search for a systematization of procedures and the literacy of such students.A alfabetização é o começo de uma história de emancipação fundamental para todo ser humano constituir sua identidade e sua posição na sociedade em que está inserido. Considerando que a escola tem a função de propiciar a construção e sistematizar os conhecimentos científicos, e, recebendo alunos com Transtorno do Espectro Autista (TEA), que apresentam peculiaridades em sua forma de aprender, pode-se inferir que alfabetizar alunos com TEA, é um processo complexo. Diante disso, esta pesquisa buscou investigar as concepções e práticas docentes que permeiam o processo de alfabetização de crianças com TEA, buscando as possíveis fragilidades e potencialidades desse processo. Assim, a questão central que norteou a pesquisa foi, que concepções de alfabetização embasam as práticas docentes dos alfabetizadores de alunos com TEA na escola regular. Para isso, optou-se por uma abordagem de natureza qualitativa, do tipo estudo de caso e para a coleta de dados, foram realizadas entrevistas semiestruturadas e a observação sistemática do trabalho. Os sujeitos da pesquisa foram dez professores da rede pública municipal de Feira de Santana, sendo, quatro de sala regular, cinco professores auxiliares (estagiários) e uma professora da sala de recursos multifuncionais (SRM), todos atuando com alunos com TEA. Para tanto pautou-se em um referencial teórico embasado, principalmente, nas ideias de Vygotsky sobre aprendizagem, desenvolvimento e mediação e outros autores que pesquisam sobre educação inclusiva, alfabetização e alunos com TEA. Os resultados evidenciam que ainda há um longo caminho a ser percorrido para que a alfabetização do aluno com TEA se efetive, visto que são grandes as dificuldades encontradas pelas professoras na prática docente, sobretudo no que se refere ao conhecimento de métodos de alfabetização e estilos de aprendizagem de alunos com TEA, em virtude das peculiaridades desses alunos. As professoras consideram que as dificuldades são agravadas pelas lacunas na formação docente inicial e continuada, ausência de trabalho articulado entre professoras da SRM e demais professoras, sujeitos que participam do processo, dentre outros. Entretanto, apesar dos muitos desafios a serem vencidos, foi possível verificar que, embora ainda de forma muito incipiente, já estava presente, na escola, através da professora da SRM, a utilização de método e a busca de uma sistematização de procedimentos e conhecimentos para viabilizar a alfabetização de tais alunos.Submitted by Bruno Matos Nascimento (brunomatos@uefs.br) on 2019-09-19T23:02:22Z No. of bitstreams: 1 DISSERTAÇÃO VERSÃO FINAL - entrega CD.pdf: 1801055 bytes, checksum: fb29122f432ae6673248ff0ddef51bce (MD5)Made available in DSpace on 2019-09-19T23:02:22Z (GMT). No. of bitstreams: 1 DISSERTAÇÃO VERSÃO FINAL - entrega CD.pdf: 1801055 bytes, checksum: fb29122f432ae6673248ff0ddef51bce (MD5) Previous issue date: 2019-03-21application/pdfporUniversidade Estadual de Feira de SantanaMestrado Acadêmico em EducaçãoUEFSBrasilDEPARTAMENTO DE EDUCAÇÃOTranstorno do Espectro Autista (TEA)AutismoAlfabetizaçãoAlunos com TEAInclusãoAutism Spectrum Disorder (ASD)AutismLiteracyStudents with ASDInclusionTOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIALCIENCIAS HUMANAS::EDUCACAOAlfabetização de alunos com transtorno do espectro autista (TEA) : concepções e práticas dos professoresinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis1352177059867160609600600600600-74503728201711716984555697044037464567-240345818910352367info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UEFSinstname:Universidade Estadual de Feira de Santana (UEFS)instacron:UEFSORIGINALDISSERTAÇÃO VERSÃO FINAL - entrega CD.pdfDISSERTAÇÃO VERSÃO FINAL - entrega CD.pdfapplication/pdf1801055http://tede2.uefs.br:8080/bitstream/tede/892/2/DISSERTA%C3%87%C3%83O+VERS%C3%83O+FINAL+-+entrega+CD.pdffb29122f432ae6673248ff0ddef51bceMD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82089http://tede2.uefs.br:8080/bitstream/tede/892/1/license.txt7b5ba3d2445355f386edab96125d42b7MD51tede/8922019-09-23 21:20:48.498oai:tede2.uefs.br:8080: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Biblioteca Digital de Teses e Dissertaçõeshttp://tede2.uefs.br:8080/PUBhttp://tede2.uefs.br:8080/oai/requestbcuefs@uefs.br|| bcref@uefs.br||bcuefs@uefs.bropendoar:2019-09-24T00:20:48Biblioteca Digital de Teses e Dissertações da UEFS - Universidade Estadual de Feira de Santana (UEFS)false |
dc.title.por.fl_str_mv |
Alfabetização de alunos com transtorno do espectro autista (TEA) : concepções e práticas dos professores |
title |
Alfabetização de alunos com transtorno do espectro autista (TEA) : concepções e práticas dos professores |
spellingShingle |
Alfabetização de alunos com transtorno do espectro autista (TEA) : concepções e práticas dos professores Almeida, Izabel Cristina Araujo Transtorno do Espectro Autista (TEA) Autismo Alfabetização Alunos com TEA Inclusão Autism Spectrum Disorder (ASD) Autism Literacy Students with ASD Inclusion TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL CIENCIAS HUMANAS::EDUCACAO |
title_short |
Alfabetização de alunos com transtorno do espectro autista (TEA) : concepções e práticas dos professores |
title_full |
Alfabetização de alunos com transtorno do espectro autista (TEA) : concepções e práticas dos professores |
title_fullStr |
Alfabetização de alunos com transtorno do espectro autista (TEA) : concepções e práticas dos professores |
title_full_unstemmed |
Alfabetização de alunos com transtorno do espectro autista (TEA) : concepções e práticas dos professores |
title_sort |
Alfabetização de alunos com transtorno do espectro autista (TEA) : concepções e práticas dos professores |
author |
Almeida, Izabel Cristina Araujo |
author_facet |
Almeida, Izabel Cristina Araujo |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Ribeiro, Solange Lucas |
dc.contributor.advisor1ID.fl_str_mv |
05578019587 |
dc.contributor.authorID.fl_str_mv |
41932420568 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/0245952431176162 |
dc.contributor.author.fl_str_mv |
Almeida, Izabel Cristina Araujo |
contributor_str_mv |
Ribeiro, Solange Lucas |
dc.subject.por.fl_str_mv |
Transtorno do Espectro Autista (TEA) Autismo Alfabetização Alunos com TEA Inclusão |
topic |
Transtorno do Espectro Autista (TEA) Autismo Alfabetização Alunos com TEA Inclusão Autism Spectrum Disorder (ASD) Autism Literacy Students with ASD Inclusion TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Autism Spectrum Disorder (ASD) Autism Literacy Students with ASD Inclusion |
dc.subject.cnpq.fl_str_mv |
TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL CIENCIAS HUMANAS::EDUCACAO |
description |
Literacy is the beginning of a history of emancipation that is fundamental for every human being to constitute his identity and his position in the society in which he is inserted. Considering that the school has the function of building and systematizing scientific knowledge, and, receiving students with Autism Spectrum Disorder (TEA), who have peculiarities in their way of learning, it can be inferred that to alphabetize students with ASD is a complex process. In view of this, this research sought to investigate the conceptions and teaching practices that permeate the literacy process of children with ASD, searching for possible weaknesses and potentialities of this process. Thus, the central issue that guided the research was that literacy conceptions support the teaching practices of literacy students with ASD in the regular school. For this, we chose a qualitative approach, such as a case study and for data collection, semi-structured interviews and systematic observation of the work were done. The subjects of the research were ten teachers from the municipal public network of Feira de Santana, four of whom were regular teachers, five auxiliary teachers (trainees) and one teacher from the multifunction resource room (SRM), all of whom worked with students with ASD. It was based on a theoretical framework based mainly on Vygotsky's ideas about learning, development, mediation and other authors who research on inclusive education, literacy and students with ASD. The results show that there is still a long way to go in order for the literacy of the student with ASD to be effective, since the difficulties encountered by teachers in teaching practice are great, especially with regard to knowledge of literacy methods and styles of learning. students with ASD, due to the peculiarities of these students. The teachers consider that the difficulties are compounded by the gaps in initial and continuing teacher training, absence of articulated work between SRM teachers and other teachers, subjects who participate in the process, among others. However, despite the many challenges to be overcome, it was possible to verify that, although still very incipient, the use of method and the search for a systematization of procedures and the literacy of such students. |
publishDate |
2019 |
dc.date.accessioned.fl_str_mv |
2019-09-19T23:02:22Z |
dc.date.issued.fl_str_mv |
2019-03-21 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
ALMEIDA, Izabel Cristina Araujo. Alfabetização de alunos com transtorno do espectro autista (TEA) : concepções e práticas dos professores. 2019. 147 f. Dissertação (Mestrado Acadêmico em Educação) - Universidade Estadual de Feira de Santana, Feira de Santana, 2019. |
dc.identifier.uri.fl_str_mv |
http://tede2.uefs.br:8080/handle/tede/892 |
identifier_str_mv |
ALMEIDA, Izabel Cristina Araujo. Alfabetização de alunos com transtorno do espectro autista (TEA) : concepções e práticas dos professores. 2019. 147 f. Dissertação (Mestrado Acadêmico em Educação) - Universidade Estadual de Feira de Santana, Feira de Santana, 2019. |
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http://tede2.uefs.br:8080/handle/tede/892 |
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