A inclusão de alunos com transtorno do espectro autista (TEA) na educação infantil: formação de professores, políticas públicas e práticas pedagógicas

Detalhes bibliográficos
Autor(a) principal: Soares, Rosângela Teles Carminati
Data de Publicação: 2022
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações do UNIOESTE
Texto Completo: https://tede.unioeste.br/handle/tede/6184
Resumo: Early Childhood Education is the first stage of Basic Education, therefore inclusion in this period is essential for the child to integrate into the school environment and fulfill its purpose of developing in an integral way in the physical, psychological and social aspects. In this context, teacher training is extremely important. It is understood that it is necessary to give voice to the subjects who are involved in the inclusion process. Thus, this research aims to present, in the teacher’s view, the perception of these early childhood education professionals with regard to their initial and continuing education for the school inclusion of students with Autism Spectrum Disorder (ASD). In particular, Paulo Freire's writings are used for discussions on teacher education and Lev Semenovich Vygotsky as the basis of the teaching learning process. The research was qualitative, descriptive and exploratory, through content analysis. Twenty teachers who worked with students with ASD participated in the research, in 2019, from five different teaching institutions of the municipal Early Childhood Education network border region. To reach this our goal, the technique of individual, semi-structured interview was used, with fifteen guiding questions. We have concluded that teacher training is essential for the inclusive pedagogical practices of teachers, as the child learns and develops from the quality of the mediations the child receives, although other factors need to be taken into account, such as the preparation of the school environment, necessary support and resources for teachers and students, among others. However, in order to achieve this objective, public sector investment with public policies aimed at education for all is necessary.
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spelling Bondezan, Andreia Nakamurahttp://lattes.cnpq.br/9661846112727279Moraes, Denise Rosana da Silvahttp://lattes.cnpq.br/6545283027670184Góes, Eliane Pinto dehttp://lattes.cnpq.br/1809592930661784Shimazaki, Elsa Midorihttp://lattes.cnpq.br/9372609347074339http://lattes.cnpq.br/4175224449531074Soares, Rosângela Teles Carminati2022-09-06T16:40:44Z2022-06-07Soares, Rosângela Teles Carminati. A inclusão de alunos com transtorno do espectro autista (TEA) na educação infantil: formação de professores, políticas públicas e práticas pedagógicas. 2022. 130 f. Dissertação (Programa de Pós-Graduação em Sociedade, Cultura e Fronteiras) - Universidade Estadual do Oeste do Paraná, Foz do Iguaçu-PR.https://tede.unioeste.br/handle/tede/6184Early Childhood Education is the first stage of Basic Education, therefore inclusion in this period is essential for the child to integrate into the school environment and fulfill its purpose of developing in an integral way in the physical, psychological and social aspects. In this context, teacher training is extremely important. It is understood that it is necessary to give voice to the subjects who are involved in the inclusion process. Thus, this research aims to present, in the teacher’s view, the perception of these early childhood education professionals with regard to their initial and continuing education for the school inclusion of students with Autism Spectrum Disorder (ASD). In particular, Paulo Freire's writings are used for discussions on teacher education and Lev Semenovich Vygotsky as the basis of the teaching learning process. The research was qualitative, descriptive and exploratory, through content analysis. Twenty teachers who worked with students with ASD participated in the research, in 2019, from five different teaching institutions of the municipal Early Childhood Education network border region. To reach this our goal, the technique of individual, semi-structured interview was used, with fifteen guiding questions. We have concluded that teacher training is essential for the inclusive pedagogical practices of teachers, as the child learns and develops from the quality of the mediations the child receives, although other factors need to be taken into account, such as the preparation of the school environment, necessary support and resources for teachers and students, among others. However, in order to achieve this objective, public sector investment with public policies aimed at education for all is necessary.A Educação Infantil é a primeira etapa da Educação Básica, por isso, a inclusão nesse período é fundamental para que a criança se integre ao ambiente escolar e cumpra sua finalidade de se desenvolver de forma integral nos aspectos físico, psicológico e social. Neste contexto, a formação do professor é de extrema relevância. Entende-se que é preciso dar voz aos sujeitos que estão envolvidos no processo de inclusão. Assim, esta pesquisa tem como objetivo apresentar, na visão dos professores, qual a percepção desses profissionais de Educação Infantil no que se refere à sua formação inicial e continuada para a inclusão escolar do aluno com Transtorno do Espectro Autista (TEA). Para tanto, utilizou-se, em especial, dos escritos de Paulo Freire para as discussões referente à formação de professores e de Lev Semenovich Vygotsky como fundamento do processo ensino aprendizagem. A pesquisa foi de natureza qualitativa, descritiva e exploratória, por meio de análise de conteúdo. Participaram do estudo vinte professores que atuaram com alunos com TEA, em 2019, em cinco instituições de ensino da rede municipal de Educação Infantil de região de fronteiriça. Para isso, utilizou-se a técnica de entrevista individual, semiestruturada, com quinze questões norteadoras. Conclui-se que a formação de professores é essencial para as práticas pedagógicas inclusivas dos professores, pois a criança aprende e se desenvolve a partir da qualidade das mediações que recebe, embora outros fatores precisem ser levados em consideração, como a preparação do ambiente escolar, suporte e recursos necessários para os professores e alunos, entre outros. Todavia, para isso, é necessário o investimento do setor público com políticas públicas voltadas para a educação para todos.Submitted by Katia Abreu (katia.abreu@unioeste.br) on 2022-09-06T16:40:44Z No. of bitstreams: 2 Rosangela_Teles_Carminati_Soares_2022.pdf: 1269705 bytes, checksum: 691ef910f7d82f041bdbcbe197038a29 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2022-09-06T16:40:44Z (GMT). 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dc.title.por.fl_str_mv A inclusão de alunos com transtorno do espectro autista (TEA) na educação infantil: formação de professores, políticas públicas e práticas pedagógicas
dc.title.alternative.eng.fl_str_mv The inclusion of students with autism spectrum disorder (ASD) in child education: teacher training, public policies and pedagogical practices
title A inclusão de alunos com transtorno do espectro autista (TEA) na educação infantil: formação de professores, políticas públicas e práticas pedagógicas
spellingShingle A inclusão de alunos com transtorno do espectro autista (TEA) na educação infantil: formação de professores, políticas públicas e práticas pedagógicas
Soares, Rosângela Teles Carminati
Educação especial
Mediação
Formação inicial e continuada
Special education
Mediation
Initial and continuing training
EDUCACAO::ENSINO-APRENDIZAGEM
title_short A inclusão de alunos com transtorno do espectro autista (TEA) na educação infantil: formação de professores, políticas públicas e práticas pedagógicas
title_full A inclusão de alunos com transtorno do espectro autista (TEA) na educação infantil: formação de professores, políticas públicas e práticas pedagógicas
title_fullStr A inclusão de alunos com transtorno do espectro autista (TEA) na educação infantil: formação de professores, políticas públicas e práticas pedagógicas
title_full_unstemmed A inclusão de alunos com transtorno do espectro autista (TEA) na educação infantil: formação de professores, políticas públicas e práticas pedagógicas
title_sort A inclusão de alunos com transtorno do espectro autista (TEA) na educação infantil: formação de professores, políticas públicas e práticas pedagógicas
author Soares, Rosângela Teles Carminati
author_facet Soares, Rosângela Teles Carminati
author_role author
dc.contributor.advisor1.fl_str_mv Bondezan, Andreia Nakamura
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/9661846112727279
dc.contributor.referee1.fl_str_mv Moraes, Denise Rosana da Silva
dc.contributor.referee1Lattes.fl_str_mv http://lattes.cnpq.br/6545283027670184
dc.contributor.referee2.fl_str_mv Góes, Eliane Pinto de
dc.contributor.referee2Lattes.fl_str_mv http://lattes.cnpq.br/1809592930661784
dc.contributor.referee3.fl_str_mv Shimazaki, Elsa Midori
dc.contributor.referee3Lattes.fl_str_mv http://lattes.cnpq.br/9372609347074339
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/4175224449531074
dc.contributor.author.fl_str_mv Soares, Rosângela Teles Carminati
contributor_str_mv Bondezan, Andreia Nakamura
Moraes, Denise Rosana da Silva
Góes, Eliane Pinto de
Shimazaki, Elsa Midori
dc.subject.por.fl_str_mv Educação especial
Mediação
Formação inicial e continuada
topic Educação especial
Mediação
Formação inicial e continuada
Special education
Mediation
Initial and continuing training
EDUCACAO::ENSINO-APRENDIZAGEM
dc.subject.eng.fl_str_mv Special education
Mediation
Initial and continuing training
dc.subject.cnpq.fl_str_mv EDUCACAO::ENSINO-APRENDIZAGEM
description Early Childhood Education is the first stage of Basic Education, therefore inclusion in this period is essential for the child to integrate into the school environment and fulfill its purpose of developing in an integral way in the physical, psychological and social aspects. In this context, teacher training is extremely important. It is understood that it is necessary to give voice to the subjects who are involved in the inclusion process. Thus, this research aims to present, in the teacher’s view, the perception of these early childhood education professionals with regard to their initial and continuing education for the school inclusion of students with Autism Spectrum Disorder (ASD). In particular, Paulo Freire's writings are used for discussions on teacher education and Lev Semenovich Vygotsky as the basis of the teaching learning process. The research was qualitative, descriptive and exploratory, through content analysis. Twenty teachers who worked with students with ASD participated in the research, in 2019, from five different teaching institutions of the municipal Early Childhood Education network border region. To reach this our goal, the technique of individual, semi-structured interview was used, with fifteen guiding questions. We have concluded that teacher training is essential for the inclusive pedagogical practices of teachers, as the child learns and develops from the quality of the mediations the child receives, although other factors need to be taken into account, such as the preparation of the school environment, necessary support and resources for teachers and students, among others. However, in order to achieve this objective, public sector investment with public policies aimed at education for all is necessary.
publishDate 2022
dc.date.accessioned.fl_str_mv 2022-09-06T16:40:44Z
dc.date.issued.fl_str_mv 2022-06-07
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dc.identifier.citation.fl_str_mv Soares, Rosângela Teles Carminati. A inclusão de alunos com transtorno do espectro autista (TEA) na educação infantil: formação de professores, políticas públicas e práticas pedagógicas. 2022. 130 f. Dissertação (Programa de Pós-Graduação em Sociedade, Cultura e Fronteiras) - Universidade Estadual do Oeste do Paraná, Foz do Iguaçu-PR.
dc.identifier.uri.fl_str_mv https://tede.unioeste.br/handle/tede/6184
identifier_str_mv Soares, Rosângela Teles Carminati. A inclusão de alunos com transtorno do espectro autista (TEA) na educação infantil: formação de professores, políticas públicas e práticas pedagógicas. 2022. 130 f. Dissertação (Programa de Pós-Graduação em Sociedade, Cultura e Fronteiras) - Universidade Estadual do Oeste do Paraná, Foz do Iguaçu-PR.
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