Autism Spectrum Disorder and Childhood Education: what the dissertations of Postgraduate programs in Education say
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/28560 |
Resumo: | The purpose of this work is to map some of the academic productions, in the master's dissertation modality, carried out in the last five years with the descriptors autism and/or Autistic Spectrum Disorder (ASD) and Early Childhood Education. We are based on the analysis of abstracts of dissertations in Graduate Programs in Education (2016 to 2020). The research had an analytical-descriptive character based on the following method: a survey carried out in the portals of Catalog of Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel (CAPES) and the Brazilian Digital Library of Theses and Dissertations. Once the research object was found, the floating reading was carried out, the procedures for exploring the texts were carried out, and the registration and context units were formatted. Then, the description of the nuclei of meaning was passed. In the results, pluralities of sub-themes were found, namely: school inclusion of children with ASD, routine activities of autistic students, family-school relationship, maternal subjectivity of children with ASD, inclusive public educational policies for autistic children, teacher training and possibilities collaborative training, among others. In general, the productions indicate that there are still great difficulties in promoting inclusive education for children with ASD, especially due to the absence of training public policies for education professionals and poor accessibility (material and architectural). Finally, the work suggests that successful public policies and pedagogical practices need to be more assertive to this target and that educational institutions should have a more specific look at investment in all public areas for children with ASD. |
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Autism Spectrum Disorder and Childhood Education: what the dissertations of Postgraduate programs in Education say Trastorno del Espectro Autista y Educación Infantil: lo que dicen las disertaciones de los Programas de Posgrado en Educación O Transtorno de Espectro Autista e a Educação Infantil: o que dizem as dissertações dos Programas de Pós-Graduação em EducaçãoAutism Spectrum Disorder-ASDChild educationState of knowledgeTeaching.Transtorno do Espectro Autista-TEAEducação infantilEstado de conhecimentoEnsino.Trastorno del Espectro Autista-TEAEducación infantilEstado del conocimientoEnseñanza.The purpose of this work is to map some of the academic productions, in the master's dissertation modality, carried out in the last five years with the descriptors autism and/or Autistic Spectrum Disorder (ASD) and Early Childhood Education. We are based on the analysis of abstracts of dissertations in Graduate Programs in Education (2016 to 2020). The research had an analytical-descriptive character based on the following method: a survey carried out in the portals of Catalog of Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel (CAPES) and the Brazilian Digital Library of Theses and Dissertations. Once the research object was found, the floating reading was carried out, the procedures for exploring the texts were carried out, and the registration and context units were formatted. Then, the description of the nuclei of meaning was passed. In the results, pluralities of sub-themes were found, namely: school inclusion of children with ASD, routine activities of autistic students, family-school relationship, maternal subjectivity of children with ASD, inclusive public educational policies for autistic children, teacher training and possibilities collaborative training, among others. In general, the productions indicate that there are still great difficulties in promoting inclusive education for children with ASD, especially due to the absence of training public policies for education professionals and poor accessibility (material and architectural). Finally, the work suggests that successful public policies and pedagogical practices need to be more assertive to this target and that educational institutions should have a more specific look at investment in all public areas for children with ASD.El propósito de este trabajo es mapear algunas de las producciones académicas, en la modalidad de disertación de maestría, realizadas en los últimos cinco años con los descriptores autismo y/o Trastorno del Espectro Autista (TEA) y Educación Infantil. Nos basamos en el análisis de resúmenes de disertaciones en Programas de Posgrado en Educación (2016 a 2020). La investigación tuvo un carácter analítico-descriptivo basado en el siguiente método: una encuesta realizada en los portales de Catálogo de Tesis y Disertaciones de la Coordinación para la Perfeccionamiento del Personal de Educación Superior (CAPES) y la Biblioteca Digital Brasileña de Tesis y Disertaciones. Una vez encontrado el objeto de investigación, se realizó la lectura flotante, se realizaron los procedimientos de exploración de los textos y se formatearon las unidades de registro y contexto. Luego, se pasó a la descripción de los núcleos de significado. En los resultados se encontraron pluralidades de subtemas, a saber: inclusión escolar de niños con TEA, actividades rutinarias de alumnos autistas, relación familia-escuela, subjetividad materna de niños con TEA, políticas públicas educativas inclusivas para niños autistas, formación de docentes y posibilidades de formación colaborativa, entre otros. En general, las producciones indican que aún existen grandes dificultades para promover la educación inclusiva de los niños con TEA, especialmente por la ausencia de políticas públicas de formación para los profesionales de la educación y la escasa accesibilidad (material y arquitectónica). Finalmente, el trabajo sugiere que las políticas públicas y las prácticas pedagógicas exitosas deben ser más asertivas a este objetivo y que las instituciones educativas deben tener una mirada más específica a la inversión en todas las áreas públicas para los niños con TEA.A proposta deste trabalho é mapear algumas das produções acadêmicas, na modalidade dissertação de mestrado, realizadas nos últimos cinco anos com os descritores autismo e/ou Transtorno de Espectro Autista (TEA) e Educação Infantil. Baseamo-nos na análise dos resumos de dissertações em Programas de Pós- Graduação em Educação (2016 a 2020). A pesquisa teve um caráter analítico-descritivo a partir do seguinte método: levantamento realizado nos portais de Catálogo de Teses e Dissertações da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) e da Biblioteca Digital Brasileira de Teses e Dissertações. Encontrado o objeto de pesquisa, fazia-se a leitura flutuante, os processos de exploração dos textos e formatada as unidades de registro e de contexto. Em seguida, passou-se a descrição dos núcleos de sentido. Nos resultados foram encontradas pluralidades de subtemáticas, a saber: inclusão escolar da criança com TEA, rotina de ações de alunos autistas, relação família-escola, subjetividade materna da criança com TEA, políticas públicas educacionais inclusivas para a criança autista, formação docente e possibilidades de capacitações colaborativas, entre outros. De forma geral, as produções indicam que ainda há grandes dificuldades na promoção da educação infantil inclusiva direcionada ao TEA, especialmente pela insuficiência de políticas públicas formativas para os profissionais da educação e a pouca acessibilidade (material e arquitetônica). Por fim, o trabalho sugere que se faz necessário avançar em políticas públicas exitosas e práticas pedagógicas mais assertivas a esse público-alvo e que se tenha nas instituições de ensino um olhar mais específico para o investimento em todos os âmbitos para as crianças com TEA.Research, Society and Development2022-04-15info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/2856010.33448/rsd-v11i5.28560Research, Society and Development; Vol. 11 No. 5; e54511528560Research, Society and Development; Vol. 11 Núm. 5; e54511528560Research, Society and Development; v. 11 n. 5; e545115285602525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/28560/24826Copyright (c) 2022 Neide Maria Fernandes Rodrigues de Sousa; Samanta do Rosário Mescouto; Francisco Pereira de Oliveira; Helga Samara Ferreira Braun; Neidivaldo Santana Cruzhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSousa, Neide Maria Fernandes Rodrigues deMescouto, Samanta do Rosário Oliveira, Francisco Pereira de Braun, Helga Samara Ferreira Cruz, Neidivaldo Santana 2022-04-17T18:18:56Zoai:ojs.pkp.sfu.ca:article/28560Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:45:55.018254Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
Autism Spectrum Disorder and Childhood Education: what the dissertations of Postgraduate programs in Education say Trastorno del Espectro Autista y Educación Infantil: lo que dicen las disertaciones de los Programas de Posgrado en Educación O Transtorno de Espectro Autista e a Educação Infantil: o que dizem as dissertações dos Programas de Pós-Graduação em Educação |
title |
Autism Spectrum Disorder and Childhood Education: what the dissertations of Postgraduate programs in Education say |
spellingShingle |
Autism Spectrum Disorder and Childhood Education: what the dissertations of Postgraduate programs in Education say Sousa, Neide Maria Fernandes Rodrigues de Autism Spectrum Disorder-ASD Child education State of knowledge Teaching. Transtorno do Espectro Autista-TEA Educação infantil Estado de conhecimento Ensino. Trastorno del Espectro Autista-TEA Educación infantil Estado del conocimiento Enseñanza. |
title_short |
Autism Spectrum Disorder and Childhood Education: what the dissertations of Postgraduate programs in Education say |
title_full |
Autism Spectrum Disorder and Childhood Education: what the dissertations of Postgraduate programs in Education say |
title_fullStr |
Autism Spectrum Disorder and Childhood Education: what the dissertations of Postgraduate programs in Education say |
title_full_unstemmed |
Autism Spectrum Disorder and Childhood Education: what the dissertations of Postgraduate programs in Education say |
title_sort |
Autism Spectrum Disorder and Childhood Education: what the dissertations of Postgraduate programs in Education say |
author |
Sousa, Neide Maria Fernandes Rodrigues de |
author_facet |
Sousa, Neide Maria Fernandes Rodrigues de Mescouto, Samanta do Rosário Oliveira, Francisco Pereira de Braun, Helga Samara Ferreira Cruz, Neidivaldo Santana |
author_role |
author |
author2 |
Mescouto, Samanta do Rosário Oliveira, Francisco Pereira de Braun, Helga Samara Ferreira Cruz, Neidivaldo Santana |
author2_role |
author author author author |
dc.contributor.author.fl_str_mv |
Sousa, Neide Maria Fernandes Rodrigues de Mescouto, Samanta do Rosário Oliveira, Francisco Pereira de Braun, Helga Samara Ferreira Cruz, Neidivaldo Santana |
dc.subject.por.fl_str_mv |
Autism Spectrum Disorder-ASD Child education State of knowledge Teaching. Transtorno do Espectro Autista-TEA Educação infantil Estado de conhecimento Ensino. Trastorno del Espectro Autista-TEA Educación infantil Estado del conocimiento Enseñanza. |
topic |
Autism Spectrum Disorder-ASD Child education State of knowledge Teaching. Transtorno do Espectro Autista-TEA Educação infantil Estado de conhecimento Ensino. Trastorno del Espectro Autista-TEA Educación infantil Estado del conocimiento Enseñanza. |
description |
The purpose of this work is to map some of the academic productions, in the master's dissertation modality, carried out in the last five years with the descriptors autism and/or Autistic Spectrum Disorder (ASD) and Early Childhood Education. We are based on the analysis of abstracts of dissertations in Graduate Programs in Education (2016 to 2020). The research had an analytical-descriptive character based on the following method: a survey carried out in the portals of Catalog of Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel (CAPES) and the Brazilian Digital Library of Theses and Dissertations. Once the research object was found, the floating reading was carried out, the procedures for exploring the texts were carried out, and the registration and context units were formatted. Then, the description of the nuclei of meaning was passed. In the results, pluralities of sub-themes were found, namely: school inclusion of children with ASD, routine activities of autistic students, family-school relationship, maternal subjectivity of children with ASD, inclusive public educational policies for autistic children, teacher training and possibilities collaborative training, among others. In general, the productions indicate that there are still great difficulties in promoting inclusive education for children with ASD, especially due to the absence of training public policies for education professionals and poor accessibility (material and architectural). Finally, the work suggests that successful public policies and pedagogical practices need to be more assertive to this target and that educational institutions should have a more specific look at investment in all public areas for children with ASD. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-04-15 |
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://rsdjournal.org/index.php/rsd/article/view/28560 10.33448/rsd-v11i5.28560 |
url |
https://rsdjournal.org/index.php/rsd/article/view/28560 |
identifier_str_mv |
10.33448/rsd-v11i5.28560 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/28560/24826 |
dc.rights.driver.fl_str_mv |
https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 11 No. 5; e54511528560 Research, Society and Development; Vol. 11 Núm. 5; e54511528560 Research, Society and Development; v. 11 n. 5; e54511528560 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
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1797052765105553408 |