As narrativas produzidas sobre os alunos com autismo: uma análise de documentos escolares

• Autor(a) principal: D’avila, Gabriele Brasil
• Data de Publicação: 2018
• Idioma: por
• Título da fonte: Manancial - Repositório Digital da UFSM
• dARK ID: ark:/26339/001300000sczm
• Texto Completo: http://repositorio.ufsm.br/handle/1/24551
• topic: Educação especial; Autismo; Psicanálise; Narrativas; Pareceres; CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL

The present research has as its theme the narratives produced on students with autism in school documents. Although there is an expansion and the evolution of the discussions about the school inclusion of these subjects, it is still a challenge to overcome the myths, prejudices and homogeneous practices marked by content and behavioral methods. With this in view this work has as objective to analyze the narratives produced in school documents about the learning processes of students with autism. For this purpose a documentary research was carried out analyzing pedagogical characteristics, case studies and specialized educational service plan of two students with autism enrolled in a municipal school in Santa Maria RS. Through the analysis it was noticed that these students were narrated by a look that can be called careful, in which the teacher identifies her abilities and her potentialities working on the development aspects childlike and using pedagogical strategies according to the needs of these students. Thus, pedagogical work stimulated the constitution of symbolic play, by means of various materials, always together with the other teachers. It was perceived that play was a major aspect of pedagogical strategies. We conclude that in the inclusion of students with autism it is necessary to develop pedagogical strategies so that these do not focus only on mechanical contents but that contemplate productions that link these subjects to others and to the symbolic universe.