Pedagogical practices and articulations in child rearing: contributions to the development process of a child with autism
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Data de Publicação: | 2018 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Zero-a-seis |
Texto Completo: | https://periodicos.ufsc.br/index.php/zeroseis/article/view/1980-4512.2018v20n38p488 |
Resumo: | The present article is based on the recognition of the integrality of the subject and the necessity of a pedagogical work that amplifies the formative possibilities of the child in the child rearing. The object of study is the autism and the possibilities of development of Suely in the relation with the pairs and adults of the Municipal Child Rearing Center (MCRC). The methodology corresponds to a case study, used to follow the pedagogical practices in a MCRC of the city of Vitória, developed with a class of Group 4/5, children from 04 to 05 years. The subject of the research corresponds to a student diagnosed clinically with autism. The research period comprised 10 months (March to December) of the year 2016. As Vygotsky (2005, 2006, 2007) proposes, the formation of identity permeates social relations, are present in interactions with each other, in the appropriation of culture and In language development. The objectives of the research sought to outline pedagogical work perspectives to aid in the development process of a child with autism, attended in early childhood education. The work carried out during 2016 sought to break with possible limitations arising from Autism Spectrum Disorder (ASD), in a preventive and proactive approach. The learning that can be highlighted in the formation of Suely was the development of oral language, since it enables the subject to interact with others and to appropriate signs and produce new meanings, appropriation of the uses of reading and writing, Social interaction, artistic expression and aesthetics and autonomy in the choices needed in the daily life of the institution. |
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Pedagogical practices and articulations in child rearing: contributions to the development process of a child with autismPráticas e articulações pedagógicas na educação infantil: contribuições ao processo de desenvolvimento de uma criança com autismoThe present article is based on the recognition of the integrality of the subject and the necessity of a pedagogical work that amplifies the formative possibilities of the child in the child rearing. The object of study is the autism and the possibilities of development of Suely in the relation with the pairs and adults of the Municipal Child Rearing Center (MCRC). The methodology corresponds to a case study, used to follow the pedagogical practices in a MCRC of the city of Vitória, developed with a class of Group 4/5, children from 04 to 05 years. The subject of the research corresponds to a student diagnosed clinically with autism. The research period comprised 10 months (March to December) of the year 2016. As Vygotsky (2005, 2006, 2007) proposes, the formation of identity permeates social relations, are present in interactions with each other, in the appropriation of culture and In language development. The objectives of the research sought to outline pedagogical work perspectives to aid in the development process of a child with autism, attended in early childhood education. The work carried out during 2016 sought to break with possible limitations arising from Autism Spectrum Disorder (ASD), in a preventive and proactive approach. The learning that can be highlighted in the formation of Suely was the development of oral language, since it enables the subject to interact with others and to appropriate signs and produce new meanings, appropriation of the uses of reading and writing, Social interaction, artistic expression and aesthetics and autonomy in the choices needed in the daily life of the institution.O presente artigo está pautado no reconhecimento da integralidade do sujeito e da necessidade de um trabalho pedagógico que amplie as possibilidades formativas da criança na educação infantil. O objeto de estudo é o autismo e as possibilidades de desenvolvimento de Suely na relação com os pares e adultos do Centro Municipal de Educação Infantil (CMEI). A metodologia corresponde a um estudo de caso etnográfico, com pesquisa participante, empregado para acompanhar as práticas pedagógicas em um CMEI do município de Vitória, desenvolvidas com uma turma do Grupo 4/5, crianças de 04 e 05 anos. O sujeito da pesquisa corresponde a uma criança diagnosticada clinicamente com autismo. A pesquisa compreendeu o período de 02 anos (2015-2016). Como propõe Vygotsky (2005, 2006, 2007), a formação da identidade perpassa as relações sociais, estão presentes nas interações com o outro, na apropriação da cultura e no desenvolvimento da linguagem. Os objetivos da pesquisa buscaram traçar perspectivas de trabalho pedagógico para auxiliar no processo de desenvolvimento de uma criança com autismo, atendida na educação infantil. O trabalho realizado ao longo de 2015 esteve organizado a partir das interações e brincadeiras. Em 2016, buscou romper com possíveis limitações advindas do Transtorno do Espectro do Autismo (TEA), numa abordagem colaborativa. Os aprendizados que podem ser destacados na formação de Suely foram o desenvolvimento da linguagem oral, uma vez que capacita o sujeito a interagir com os demais e se apropriar de signos e produzir novos significados, a apropriação dos usos da leitura e da escrita, das capacidades de interação social, de expressão artística e estética e autonomia nas escolhas necessárias no cotidiano da instituição.Universidade Federal de Santa Catarina2018-10-23info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionEtnografiaapplication/pdfhttps://periodicos.ufsc.br/index.php/zeroseis/article/view/1980-4512.2018v20n38p48810.5007/1980-4512.2018v20n38p488Zero-a-Seis; v. 20 n. 38 (2018): Vol. 20 N.38 (2018) Zero-a-Seis (Jul./Dez.2018); 488 - 5131980-4512reponame:Zero-a-seisinstname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/zeroseis/article/view/1980-4512.2018v20n38p488/37556Copyright (c) 2018 Alexandre Freitas Marchiori, Carla de Almeida Aguiar Françainfo:eu-repo/semantics/openAccessMarchiori, Alexandre FreitasFrança, Carla de Almeida Aguiar2021-04-17T17:38:24Zoai:periodicos.ufsc.br:article/54459Revistahttp://www.periodicos.ufsc.br/index.php/zeroseis/indexPUBhttps://periodicos.ufsc.br/index.php/zeroseis/oaijoao.josue@ufsc.br1980-45121980-4512opendoar:2021-04-17T17:38:24Zero-a-seis - Universidade Federal de Santa Catarina (UFSC)false |
dc.title.none.fl_str_mv |
Pedagogical practices and articulations in child rearing: contributions to the development process of a child with autism Práticas e articulações pedagógicas na educação infantil: contribuições ao processo de desenvolvimento de uma criança com autismo |
title |
Pedagogical practices and articulations in child rearing: contributions to the development process of a child with autism |
spellingShingle |
Pedagogical practices and articulations in child rearing: contributions to the development process of a child with autism Marchiori, Alexandre Freitas |
title_short |
Pedagogical practices and articulations in child rearing: contributions to the development process of a child with autism |
title_full |
Pedagogical practices and articulations in child rearing: contributions to the development process of a child with autism |
title_fullStr |
Pedagogical practices and articulations in child rearing: contributions to the development process of a child with autism |
title_full_unstemmed |
Pedagogical practices and articulations in child rearing: contributions to the development process of a child with autism |
title_sort |
Pedagogical practices and articulations in child rearing: contributions to the development process of a child with autism |
author |
Marchiori, Alexandre Freitas |
author_facet |
Marchiori, Alexandre Freitas França, Carla de Almeida Aguiar |
author_role |
author |
author2 |
França, Carla de Almeida Aguiar |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Marchiori, Alexandre Freitas França, Carla de Almeida Aguiar |
description |
The present article is based on the recognition of the integrality of the subject and the necessity of a pedagogical work that amplifies the formative possibilities of the child in the child rearing. The object of study is the autism and the possibilities of development of Suely in the relation with the pairs and adults of the Municipal Child Rearing Center (MCRC). The methodology corresponds to a case study, used to follow the pedagogical practices in a MCRC of the city of Vitória, developed with a class of Group 4/5, children from 04 to 05 years. The subject of the research corresponds to a student diagnosed clinically with autism. The research period comprised 10 months (March to December) of the year 2016. As Vygotsky (2005, 2006, 2007) proposes, the formation of identity permeates social relations, are present in interactions with each other, in the appropriation of culture and In language development. The objectives of the research sought to outline pedagogical work perspectives to aid in the development process of a child with autism, attended in early childhood education. The work carried out during 2016 sought to break with possible limitations arising from Autism Spectrum Disorder (ASD), in a preventive and proactive approach. The learning that can be highlighted in the formation of Suely was the development of oral language, since it enables the subject to interact with others and to appropriate signs and produce new meanings, appropriation of the uses of reading and writing, Social interaction, artistic expression and aesthetics and autonomy in the choices needed in the daily life of the institution. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-10-23 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Etnografia |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ufsc.br/index.php/zeroseis/article/view/1980-4512.2018v20n38p488 10.5007/1980-4512.2018v20n38p488 |
url |
https://periodicos.ufsc.br/index.php/zeroseis/article/view/1980-4512.2018v20n38p488 |
identifier_str_mv |
10.5007/1980-4512.2018v20n38p488 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ufsc.br/index.php/zeroseis/article/view/1980-4512.2018v20n38p488/37556 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2018 Alexandre Freitas Marchiori, Carla de Almeida Aguiar França info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2018 Alexandre Freitas Marchiori, Carla de Almeida Aguiar França |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Catarina |
publisher.none.fl_str_mv |
Universidade Federal de Santa Catarina |
dc.source.none.fl_str_mv |
Zero-a-Seis; v. 20 n. 38 (2018): Vol. 20 N.38 (2018) Zero-a-Seis (Jul./Dez.2018); 488 - 513 1980-4512 reponame:Zero-a-seis instname:Universidade Federal de Santa Catarina (UFSC) instacron:UFSC |
instname_str |
Universidade Federal de Santa Catarina (UFSC) |
instacron_str |
UFSC |
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UFSC |
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Zero-a-seis |
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Zero-a-seis |
repository.name.fl_str_mv |
Zero-a-seis - Universidade Federal de Santa Catarina (UFSC) |
repository.mail.fl_str_mv |
joao.josue@ufsc.br |
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