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Mônica Maria Farid Rahmehttp://lattes.cnpq.br/9951568150258507Carla Karnoppi VasquesSirleine Brandão de Souzahttp://lattes.cnpq.br/2305529660102009Nathália Lopes Machado2022-08-08T22:26:06Z2022-08-08T22:26:06Z2022-02-24http://hdl.handle.net/1843/44068Essa pesquisa teve como objetivo investigar a mediação escolar realizada com alunos autistas no processo de inclusão escolar, tendo a teoria psicanalítica de orientação lacaniana como aporte teórico. Ao serem convocadas a acolher, em suas salas de aula comuns, crianças e adolescentes que construíam seu percurso escolar em classes especiais ou em instituições especializadas anteriormente, as escolas demandaram a presença de um profissional de apoio, que será nomeado, neste trabalho, como mediador(a) escolar. Sua função é ser um agente de inclusão, auxiliando nas atividades que permeiam o processo educativo, desde que seja necessária alguma intervenção. O mediador pode atuar com diversos perfis de alunos, contudo, o foco desta investigação encontra-se nos alunos autistas, considerando que se trata de sujeitos com certas particularidades subjetivas, como indica a Psicanálise. As seguintes perguntas referenciam a pesquisa: Em que consiste o trabalho do mediador escolar junto aos alunos autistas? Há particularidades na sua atuação com estes estudantes? Quais as intervenções o(a) mediador(a) realiza para lidar com questões referentes à escolarização dos sujeitos autistas? Para a coleta de dados, foram realizadas entrevistas, de forma remota em decorrência da COVID-19, com sete mediadores escolares que atuaram em instituições privada e pública, a fim de obter relatos a respeito da prática com os estudantes autistas mediados. Pelas experiências narradas, pôde-se identificar a importância do ato de observar, a fim de que o(a) mediador(a) possa conhecer e compreender o aluno, por meio de uma leitura das suas manifestações subjetivas, dos interesses, da forma pela qual aprende e se relaciona com o outro, para que seja possível elaborar estratégias de intervenção e realizar o trabalho da mediação escolar. As experiências nos permitiram identificar que o(a) mediador(a) pode possuir estatuto de amparo, na medida em que apoia o estudante em determinadas tarefas, ações e atividades compartilhadas com o outro e, ao mesmo tempo, ter estatuto de anteparo, uma vez que pode proteger o sujeito de determinadas situações sentidas como invasivas. Para isso, o(a) mediador(a) precisa estar advertido(a) da importância do movimento de báscula que deve compor a sua função, não permitindo uma presença em demasia, que pode provocar um efeito contrário à inclusão escolar, e promover a ausência necessária em determinados momentos.This research aimed at investigating mediation in schools, which took place within the process of school inclusion of autistic students, having lacanian psychoanalysis as theoretical support. By being called out to welcome in regular classrooms children and adolescents that had previously built their educational life in special classes or in specialized institutions before, the schools demanded the presence of a supporting professional, who will be named in this work as school mediator. Their role is to act as an inclusion agent, providing support in activities that involve the educational process, provided that some sort of intervention is needed. The school mediator is able to act with several student’s profiles, however, this investigation focuses on autistic students, taking into account that they are individuals with certain subjective specificities, as it is indicated by Psychoanalysis. The following questions guide the research: What is the school mediator’s main task regarding autistic students? Are there any particularities in their practice with those students? Which interventions does the school mediator carry out in order to deal with issues related to the schooling of autistic individuals? As regards data collection, interviews were conducted, remotely as a result of COVID-19, with seven school mediators that have worked in private and public institutions, with the aim of obtaining reports regarding the practice with assisted autistic students. Through the experiences reported, it was possible to identify the relevance of observing, so that the school mediator may get to know and understand the student, by means of a comprehension of their subjective manifestations, interests, the way they learns and relate with others, so that it becomes possible to elaborate strategies of intervention and accomplish school mediation. The experiences allowed us to identify that the school mediator can act as support, while they aid the student in particular tasks, actions and shared activities with others and, at the same time, be leveled as support, since they can protect the individual from certain situations which are felt as invasive. Hence, the school mediator must be aware of the importance of the swing movement that must be part of their practice, not allowing too much presence, which can provoke the opposite effect to school inclusion, and promoting the necessary space at given moments.CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorporUniversidade Federal de Minas GeraisPrograma de Pós-Graduação em Educação - Conhecimento e Inclusão SocialUFMGBrasilFAE - FACULDADE DE EDUCAÇÃOPsicanálise e educaçãoCrianças autistas -- EducaçãoAutismoInclusão em educaçãoOrientação educacionalEducaçãoPsicanáliseMediação escolarAlunos autistasInclusão escolarMediação escolar com alunos autistas: contribuições a partir da psicanáliseinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMGinstname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGORIGINALMediação escolar com alunos autistas.pdfMediação escolar com alunos autistas.pdfapplication/pdf1355672https://repositorio.ufmg.br/bitstream/1843/44068/1/Media%c3%a7%c3%a3o%20escolar%20com%20alunos%20autistas.pdf3ebe55187dc19b82f07b51bd68bf2e15MD51LICENSElicense.txtlicense.txttext/plain; charset=utf-82118https://repositorio.ufmg.br/bitstream/1843/44068/2/license.txtcda590c95a0b51b4d15f60c9642ca272MD521843/440682022-08-08 19:26:07.12oai:repositorio.ufmg.br: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ório InstitucionalPUBhttps://repositorio.ufmg.br/oaiopendoar:2022-08-08T22:26:07Repositório Institucional da UFMG - Universidade Federal de Minas Gerais (UFMG)false
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