A inclusão de alunos com transtorno do espectro autista (TEA) na educação infantil: formação de professores, políticas públicas e práticas pedagógicas
Autor(a) principal: | |
---|---|
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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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 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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publishedVersion |
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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https://tede.unioeste.br/handle/tede/6184 |
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por |
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por |
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UNIOESTE |
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Brasil |
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Centro de Educação Letras e Saúde |
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Universidade Estadual do Oeste do Paraná Foz do Iguaçu |
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