Práticas pedagógicas para alunos com transtorno do espectro autista: processos inclusivos no contexto escolar
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/24474 |
Resumo: | This work is part of the research line of Pedagogical Management in Educational Contexts, of the Postgraduate Program in Public Policies and Educational Management at the Federal University of Santa Maria/RS (Universidade Federal de Santa Maria/RS). The study focuses on building strategies that qualify the reception, as well as favoring the process of adaptation and interaction of students with Autism Spectrum Disorder in the school context, based on the teachers' contributions which are involved in this process. The main theorists who contribute to the reflections of this research on public policies and educational management in the school environment are: Dourado (2007), Libâneo (2002) (2015) regarding the inclusive perspective of the school are: Baptista (2009), Freitas (2008), Mantoan (2008), Canabarro (2018), Pavão (2019), Pereira (2014), Oliveira (2017), (Pereira 2016). When approaching reflections on teaching in the emerging context of inclusion, we searched for studies by Bolzan (2016) (2002) (2009) (2019), Garcia (2005), Schmidt (2014), Pereira (2016), Oliveira (2020). The investigation begins from the challenges faced as manager and teacher of Public School. It was used, as methodology, the qualitative narrative approach of sociocultural nature, which has as data collection instruments narrative spaces in formats of meetings with pre-school and 1st grade teachers of an Elementary School of the Municipal Department of Education. Subsequently, the narrative contributions of the research collaborators were guidelines for the interpretation of the findings, as well as for the elaboration of a guiding document with propositions that contribute to the goals of the educators regarding the reception processes and initial interactions of these students in pre-school education and 1st grade of Elementary School. The context in which the study was developed concerns an Elementary School in the Municipal Department of Education of Santa Maria. |
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Práticas pedagógicas para alunos com transtorno do espectro autista: processos inclusivos no contexto escolarPedagogical practices for students with autist spectrum disorder: inclusive processes in the school contextEscolaPerspectiva inclusivaDocentesTranstorno do espectro autistaInclusive perspectiveSchoolTeachersAutism spectrum disorderCNPQ::CIENCIAS HUMANAS::EDUCACAOThis work is part of the research line of Pedagogical Management in Educational Contexts, of the Postgraduate Program in Public Policies and Educational Management at the Federal University of Santa Maria/RS (Universidade Federal de Santa Maria/RS). The study focuses on building strategies that qualify the reception, as well as favoring the process of adaptation and interaction of students with Autism Spectrum Disorder in the school context, based on the teachers' contributions which are involved in this process. The main theorists who contribute to the reflections of this research on public policies and educational management in the school environment are: Dourado (2007), Libâneo (2002) (2015) regarding the inclusive perspective of the school are: Baptista (2009), Freitas (2008), Mantoan (2008), Canabarro (2018), Pavão (2019), Pereira (2014), Oliveira (2017), (Pereira 2016). When approaching reflections on teaching in the emerging context of inclusion, we searched for studies by Bolzan (2016) (2002) (2009) (2019), Garcia (2005), Schmidt (2014), Pereira (2016), Oliveira (2020). The investigation begins from the challenges faced as manager and teacher of Public School. It was used, as methodology, the qualitative narrative approach of sociocultural nature, which has as data collection instruments narrative spaces in formats of meetings with pre-school and 1st grade teachers of an Elementary School of the Municipal Department of Education. Subsequently, the narrative contributions of the research collaborators were guidelines for the interpretation of the findings, as well as for the elaboration of a guiding document with propositions that contribute to the goals of the educators regarding the reception processes and initial interactions of these students in pre-school education and 1st grade of Elementary School. The context in which the study was developed concerns an Elementary School in the Municipal Department of Education of Santa Maria.Esta pesquisa está inserida na linha de Pesquisa de Gestão Pedagógica em Contextos Educativos, do Programa de Pós-graduação em Políticas Públicas e Gestão Educacional da Universidade Federal de Santa Maria/RS. O estudo tem como foco construir estratégias que qualifiquem a acolhida, bem como, que favoreçam o processo de adaptação e interação dos alunos com Transtorno do Espectro Autista no contexto escolar a partir das contribuições dos docentes envolvidos neste processo. Os principais teóricos que contribuem com as reflexões desta pesquisa relativo às políticas públicas e a gestão educacional no ambiente escolar são: Dourado (2007), Libâneo (2002) (2015) já com relação à perspectiva inclusiva da escola são: Baptista (2009), Freitas (2008), Mantoan (2008), Canabarro (2018), Pavão (2019), Pereira (2014), Oliveira (2017), (Pereira 2016). Ao abordar reflexões sobre a docência no contexto emergente da inclusão buscamos pelos estudos de Bolzan (2016) (2002) (2009) (2019), Garcia (2005), Schimidt (2014), Pereira (2016), Oliveira (2020). A investigação parte dos desafios enfrentados enquanto gestora e docente na Rede Pública de Ensino. Como metodologia utilizamos a abordagem qualitativa narrativa de cunho sociocultural, que tem como instrumentos de coleta de dados espaços narrativos em formatos de reuniões com professoras de pré-escola e 1° ano do Ensino Fundamental. Posteriormente, as contribuições narrativas dos colaboradores da pesquisa foram balizadoras para a interpretação dos achados, bem como para a elaboração de um documento orientador com proposições que contribuam com os anseios dos educadores quanto aos processos de acolhida e interações iniciais destes alunos na educação infantil e primeiro ano do ensino fundamental. O contexto no qual o estudo foi desenvolvido diz respeito a uma escola de Ensino Fundamental da Rede Municipal de Santa Maria.Universidade Federal de Santa MariaBrasilEducaçãoUFSMPrograma de Pós-Graduação em Políticas Públicas e Gestão EducacionalCentro de EducaçãoBolzan, Doris Pires Vargashttp://lattes.cnpq.br/3167841618840023Souza, Taís Guareschi deWisch, Tasia FernandaLopes, Carla Markus2022-05-25T16:18:04Z2022-05-25T16:18:04Z2022-03-04info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfhttp://repositorio.ufsm.br/handle/1/24474porAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessreponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSM2022-08-29T13:59:23Zoai:repositorio.ufsm.br:1/24474Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2022-08-29T13:59:23Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Práticas pedagógicas para alunos com transtorno do espectro autista: processos inclusivos no contexto escolar Pedagogical practices for students with autist spectrum disorder: inclusive processes in the school context |
title |
Práticas pedagógicas para alunos com transtorno do espectro autista: processos inclusivos no contexto escolar |
spellingShingle |
Práticas pedagógicas para alunos com transtorno do espectro autista: processos inclusivos no contexto escolar Lopes, Carla Markus Escola Perspectiva inclusiva Docentes Transtorno do espectro autista Inclusive perspective School Teachers Autism spectrum disorder CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Práticas pedagógicas para alunos com transtorno do espectro autista: processos inclusivos no contexto escolar |
title_full |
Práticas pedagógicas para alunos com transtorno do espectro autista: processos inclusivos no contexto escolar |
title_fullStr |
Práticas pedagógicas para alunos com transtorno do espectro autista: processos inclusivos no contexto escolar |
title_full_unstemmed |
Práticas pedagógicas para alunos com transtorno do espectro autista: processos inclusivos no contexto escolar |
title_sort |
Práticas pedagógicas para alunos com transtorno do espectro autista: processos inclusivos no contexto escolar |
author |
Lopes, Carla Markus |
author_facet |
Lopes, Carla Markus |
author_role |
author |
dc.contributor.none.fl_str_mv |
Bolzan, Doris Pires Vargas http://lattes.cnpq.br/3167841618840023 Souza, Taís Guareschi de Wisch, Tasia Fernanda |
dc.contributor.author.fl_str_mv |
Lopes, Carla Markus |
dc.subject.por.fl_str_mv |
Escola Perspectiva inclusiva Docentes Transtorno do espectro autista Inclusive perspective School Teachers Autism spectrum disorder CNPQ::CIENCIAS HUMANAS::EDUCACAO |
topic |
Escola Perspectiva inclusiva Docentes Transtorno do espectro autista Inclusive perspective School Teachers Autism spectrum disorder CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This work is part of the research line of Pedagogical Management in Educational Contexts, of the Postgraduate Program in Public Policies and Educational Management at the Federal University of Santa Maria/RS (Universidade Federal de Santa Maria/RS). The study focuses on building strategies that qualify the reception, as well as favoring the process of adaptation and interaction of students with Autism Spectrum Disorder in the school context, based on the teachers' contributions which are involved in this process. The main theorists who contribute to the reflections of this research on public policies and educational management in the school environment are: Dourado (2007), Libâneo (2002) (2015) regarding the inclusive perspective of the school are: Baptista (2009), Freitas (2008), Mantoan (2008), Canabarro (2018), Pavão (2019), Pereira (2014), Oliveira (2017), (Pereira 2016). When approaching reflections on teaching in the emerging context of inclusion, we searched for studies by Bolzan (2016) (2002) (2009) (2019), Garcia (2005), Schmidt (2014), Pereira (2016), Oliveira (2020). The investigation begins from the challenges faced as manager and teacher of Public School. It was used, as methodology, the qualitative narrative approach of sociocultural nature, which has as data collection instruments narrative spaces in formats of meetings with pre-school and 1st grade teachers of an Elementary School of the Municipal Department of Education. Subsequently, the narrative contributions of the research collaborators were guidelines for the interpretation of the findings, as well as for the elaboration of a guiding document with propositions that contribute to the goals of the educators regarding the reception processes and initial interactions of these students in pre-school education and 1st grade of Elementary School. The context in which the study was developed concerns an Elementary School in the Municipal Department of Education of Santa Maria. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-05-25T16:18:04Z 2022-05-25T16:18:04Z 2022-03-04 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/24474 |
url |
http://repositorio.ufsm.br/handle/1/24474 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Brasil Educação UFSM Programa de Pós-Graduação em Políticas Públicas e Gestão Educacional Centro de Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Brasil Educação UFSM Programa de Pós-Graduação em Políticas Públicas e Gestão Educacional Centro de Educação |
dc.source.none.fl_str_mv |
reponame:Manancial - Repositório Digital da UFSM instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
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UFSM |
institution |
UFSM |
reponame_str |
Manancial - Repositório Digital da UFSM |
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Manancial - Repositório Digital da UFSM |
repository.name.fl_str_mv |
Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
atendimento.sib@ufsm.br||tedebc@gmail.com |
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1805922135206526976 |