Autistic children mothers´ narratives about the first school experiences in early childhood education

Detalhes bibliográficos
Autor(a) principal: Tambara, Marli Palomares
Data de Publicação: 2022
Outros Autores: Furlanetto, Ecleide Cunico
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Revista @mbienteeducação
Texto Completo: https://publicacoes.unicid.edu.br/index.php/ambienteeducacao/article/view/1167
Resumo: The academic trajectory can be complex for atypical mothers due to the accessibility barriers faced by students with Special Educational Needs enrolled in regular Brazilian schools, despite the legal provisions that guarantee this right. This article, originated from the Master's thesis in Education completed in 2017, presents narratives from five mothers of children with Autism Spectrum Disorder about their experiences with their children in Early Childhood Education in a regular school, as well as their expectations regarding the future. The methodological procedure was qualitative anchored in the principles of (Auto)biographical research, having in the narrative interviews its source of data production. The results showed the perception of these women about the importance of the school environment for the social and pedagogical development of children, but pointed to the need for a review of the pedagogical model and teacher training so that the process of school inclusion can actually take place.   KEYWORDS: Autism Spectrum Disorder. School inclusion. (Auto)Biographical research. Narratives.
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spelling Autistic children mothers´ narratives about the first school experiences in early childhood educationNarrativas de madres de niños autistas sobre las primeras experiencias escolares en educación infantilNarrativas de mães de crianças autistas a respeito das primeiras experiências escolares na educação infantilAutism Spectrum DisorderSchool inclusion(Auto)Biographical researchNarrativesTrastorno del Espectro AutistaInclusión escolarInvestigación (Auto)biográficaNarrativasTranstorno do espectro autistaInclusão escolarPesquisa (Auto)biográficaNarrativasThe academic trajectory can be complex for atypical mothers due to the accessibility barriers faced by students with Special Educational Needs enrolled in regular Brazilian schools, despite the legal provisions that guarantee this right. This article, originated from the Master's thesis in Education completed in 2017, presents narratives from five mothers of children with Autism Spectrum Disorder about their experiences with their children in Early Childhood Education in a regular school, as well as their expectations regarding the future. The methodological procedure was qualitative anchored in the principles of (Auto)biographical research, having in the narrative interviews its source of data production. The results showed the perception of these women about the importance of the school environment for the social and pedagogical development of children, but pointed to the need for a review of the pedagogical model and teacher training so that the process of school inclusion can actually take place.   KEYWORDS: Autism Spectrum Disorder. School inclusion. (Auto)Biographical research. Narratives.La trayectoria académica puede ser compleja para las madres atípicas debido a las barreras de accesibilidad que enfrentan los alumnos con Necesidades Educativas Especiales matriculados en escuelas regulares brasileñas, a pesar de las disposiciones legales que garantizan este derecho. Este artículo, originado a partir de la tesis de Maestría en Educación concluida en 2017, presenta narrativas de cinco madres de niños con Trastorno del Espectro Autista sobre experiencias en Educación Infantil en escuela regular y expectativas con respecto al futuro. La metodología fue cualitativa anclada en los principios de la investigación (Auto)biográfica, teniendo en las entrevistas, narrativas su fuente de producción de datos. Los resultados mostraron la percepción de estas mujeres sobre la importancia del ambiente escolar para el desarrollo social y pedagógico de sus niños, pero señalaron la necesidad de una revisión del modelo pedagógico y de la formación docente para que el proceso de inclusión escolar pueda concretarse.   PALABRAS CLAVE: Trastorno del Espectro Autista. Inclusión escolar. Investigación (Auto)biográfica. Narrativas.A trajetória acadêmica pode ser complexa para mães atípicas devido às barreiras de acessibilidade enfrentadas por alunos com Necessidades Educacionais Especiais matriculados em escolas regulares brasileiras, apesar dos dispositivos legais que garantem esse direito. Este artigo, originado da dissertação de mestrado em Educação concluído em 2017, apresenta narrativas de cinco mães de crianças com o Transtorno do Espectro Autista a respeito de suas experiências com os filhos na Educação Infantil em escola regular, bem como suas expectativas com relação ao futuro. O procedimento metodológico foi qualitativo ancorado nos princípios da pesquisa (Auto)biográfica, tendo nas entrevistas narrativas sua fonte de produção de dados. Os resultados evidenciaram a percepção dessas mulheres acerca da importância do ambiente escolar para o desenvolvimento social e pedagógico das crianças, mas apontaram para a necessidade de uma revisão do modelo pedagógico e de formação de professores para que o processo de inclusão escolar possa acontecer de fato.     PALAVRAS-CHAVE: Transtorno do Espectro Autista. Inclusão escolar. Pesquisa (Auto)biográfica. Narrativas.Universidade Cidade de São Paulo2022-12-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdftext/htmlhttps://publicacoes.unicid.edu.br/index.php/ambienteeducacao/article/view/116710.26843/ae.v15i00.1167Revista @mbienteeducação; (2022) v. 15, Publicação Contínua; e0220241982-863210.26843/ae.v15i00reponame:Revista @mbienteeducaçãoinstname:Universidade Cidade de São Paulo (UNICID)instacron:UNICIDporenghttps://publicacoes.unicid.edu.br/index.php/ambienteeducacao/article/view/1167/1006https://publicacoes.unicid.edu.br/index.php/ambienteeducacao/article/view/1167/1007https://publicacoes.unicid.edu.br/index.php/ambienteeducacao/article/view/1167/1008Copyright (c) 2022 Marli Palomares Tambara, Ecleide Cunico Furlanettoinfo:eu-repo/semantics/openAccessTambara, Marli PalomaresFurlanetto, Ecleide Cunico2022-12-29T20:05:06Zoai:ojs.pkp.sfu.ca:article/1167Revistahttp://publicacoes.unicid.edu.br/index.php/ambienteeducacao/oai1982-86321982-8632opendoar:2022-12-29T20:05:06Revista @mbienteeducação - Universidade Cidade de São Paulo (UNICID)false
dc.title.none.fl_str_mv Autistic children mothers´ narratives about the first school experiences in early childhood education
Narrativas de madres de niños autistas sobre las primeras experiencias escolares en educación infantil
Narrativas de mães de crianças autistas a respeito das primeiras experiências escolares na educação infantil
title Autistic children mothers´ narratives about the first school experiences in early childhood education
spellingShingle Autistic children mothers´ narratives about the first school experiences in early childhood education
Tambara, Marli Palomares
Autism Spectrum Disorder
School inclusion
(Auto)Biographical research
Narratives
Trastorno del Espectro Autista
Inclusión escolar
Investigación (Auto)biográfica
Narrativas
Transtorno do espectro autista
Inclusão escolar
Pesquisa (Auto)biográfica
Narrativas
title_short Autistic children mothers´ narratives about the first school experiences in early childhood education
title_full Autistic children mothers´ narratives about the first school experiences in early childhood education
title_fullStr Autistic children mothers´ narratives about the first school experiences in early childhood education
title_full_unstemmed Autistic children mothers´ narratives about the first school experiences in early childhood education
title_sort Autistic children mothers´ narratives about the first school experiences in early childhood education
author Tambara, Marli Palomares
author_facet Tambara, Marli Palomares
Furlanetto, Ecleide Cunico
author_role author
author2 Furlanetto, Ecleide Cunico
author2_role author
dc.contributor.author.fl_str_mv Tambara, Marli Palomares
Furlanetto, Ecleide Cunico
dc.subject.por.fl_str_mv Autism Spectrum Disorder
School inclusion
(Auto)Biographical research
Narratives
Trastorno del Espectro Autista
Inclusión escolar
Investigación (Auto)biográfica
Narrativas
Transtorno do espectro autista
Inclusão escolar
Pesquisa (Auto)biográfica
Narrativas
topic Autism Spectrum Disorder
School inclusion
(Auto)Biographical research
Narratives
Trastorno del Espectro Autista
Inclusión escolar
Investigación (Auto)biográfica
Narrativas
Transtorno do espectro autista
Inclusão escolar
Pesquisa (Auto)biográfica
Narrativas
description The academic trajectory can be complex for atypical mothers due to the accessibility barriers faced by students with Special Educational Needs enrolled in regular Brazilian schools, despite the legal provisions that guarantee this right. This article, originated from the Master's thesis in Education completed in 2017, presents narratives from five mothers of children with Autism Spectrum Disorder about their experiences with their children in Early Childhood Education in a regular school, as well as their expectations regarding the future. The methodological procedure was qualitative anchored in the principles of (Auto)biographical research, having in the narrative interviews its source of data production. The results showed the perception of these women about the importance of the school environment for the social and pedagogical development of children, but pointed to the need for a review of the pedagogical model and teacher training so that the process of school inclusion can actually take place.   KEYWORDS: Autism Spectrum Disorder. School inclusion. (Auto)Biographical research. Narratives.
publishDate 2022
dc.date.none.fl_str_mv 2022-12-29
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://publicacoes.unicid.edu.br/index.php/ambienteeducacao/article/view/1167
10.26843/ae.v15i00.1167
url https://publicacoes.unicid.edu.br/index.php/ambienteeducacao/article/view/1167
identifier_str_mv 10.26843/ae.v15i00.1167
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://publicacoes.unicid.edu.br/index.php/ambienteeducacao/article/view/1167/1006
https://publicacoes.unicid.edu.br/index.php/ambienteeducacao/article/view/1167/1007
https://publicacoes.unicid.edu.br/index.php/ambienteeducacao/article/view/1167/1008
dc.rights.driver.fl_str_mv Copyright (c) 2022 Marli Palomares Tambara, Ecleide Cunico Furlanetto
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Marli Palomares Tambara, Ecleide Cunico Furlanetto
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
text/html
dc.publisher.none.fl_str_mv Universidade Cidade de São Paulo
publisher.none.fl_str_mv Universidade Cidade de São Paulo
dc.source.none.fl_str_mv Revista @mbienteeducação; (2022) v. 15, Publicação Contínua; e022024
1982-8632
10.26843/ae.v15i00
reponame:Revista @mbienteeducação
instname:Universidade Cidade de São Paulo (UNICID)
instacron:UNICID
instname_str Universidade Cidade de São Paulo (UNICID)
instacron_str UNICID
institution UNICID
reponame_str Revista @mbienteeducação
collection Revista @mbienteeducação
repository.name.fl_str_mv Revista @mbienteeducação - Universidade Cidade de São Paulo (UNICID)
repository.mail.fl_str_mv
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