Conceptions that ground the meanings attributed by educators to the school inclusion of students with autism spectrum disorder

• Autor(a) principal: Monteiro, Cibele Moreira
• Data de Publicação: 2023
• Outros Autores: Freitas, Ana Paula de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação Especial (UFSM)
• Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/71892
• topic: Autism spectrum disorder; Human development; Educator training; Desorden del espectro autista; Desarrollo humano; Formación de educadores; Transtorno do espectro do autismo; Desenvolvimento humano; Formação de educadores

This article focuses on the training of teachers and other education professionals who work in the schooling of students with autism spectrum disorder (ASD). A study on the process of training educators shall be here presented, aimed at identifying and analyzing evidence of the relationships between the meanings attributed by them to the school inclusion of students with ASD and the conceptions of human development and of disability. This study integrates a training-research in which the autobiographical narratives acted as an investigative and formative instrument. During five months, ten online training meetings were held with 29 educators from a public school of basic education. The participants' narratives and their speeches mobilized in the training process were analyzed based on the historical-genetic method and the evidentiary paradigm. Data analysis allowed to infer that the way some educators understand the schooling of students with ASD derives from conceptions of human development and of disability that emphasize only biological aspects, which have sustained educational homogenizing practices. However, evidence has it that there are educators who have sought to promote changes in the teaching-learning process highlighting the needs of students with ASD, basing their work on concepts that take into consideration the interaction between biological, cultural, social and individual factors in the constitution of the human being. By enabling the expression of different conceptions, the autobiographical narratives have proved to be potentiators of reflections about the meanings attributed to the school inclusion of students with ASD.