Entre linhas e letras de Rafael : estudo sobre a escolarização de uma criança com autismo no ensino comum

• Autor(a) principal: Santos, Emilene Coco dos
• Data de Publicação: 2012
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)
• Texto Completo: http://repositorio.ufes.br/handle/10/8627
• topic: Child development; Child with autism; Written language; Desenvolvimento infantil; Criança com autismo; Linguagem escrita; Educação; Crianças – Desenvolvimento; Crianças autistas; Alfabetização; Ensino; 37

This study’s goal was to analyze how is done the development of reading and writing of children with autism in ordinary school. It uses a qualitative methodology that was developed through a ethnographic case study drawn forth by theoretical and methodological framework of historical-cultural perspective. To collect data, there was the use of participant observation, field diary records, films, photographs and interviews with the subjects involved in the research. In addition, analysis of records filed at school, reports and appraisals done by the individuals with autism in the study. It adopts the evidentiary paradigm as a basis for the analysis of documents and observed events and justifies data analysis on the assumptions of HistoricCultural Psychology by Vygotsky and collaborators, specifically about the elaborations built on the role that the other and the language play in the constitution of the subject. Data analysis allowed the comprehension of children with autism in different times and spaces of school and the constitution of himself or herself as a student was settled over the years; and that the professional and educational work resultant of collective planning and pedagogical actions contributed to the pathway of symbolization of children with autism. The course traced by the child in relation to the appropriation of written language had moments of advancement and retrocession in a non-linear movement.The data indicates that oral interactions and mediation teaching on the activities of reading and writing contributed with the advances in the mental development of the child with autism and with the appropriation of reading and writing.