Institutional Discourse of Analysis of Teachers of Students Diagnosed as Autist in Schoolar Inclusion

• Autor(a) principal: Rodrigues, Isabel de Barros
• Data de Publicação: 2012
• Outros Autores: Moreira, Luiz Eduardo de V., Lerner, Rogério
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Psicologia (Universidade Presbiteriana Mackenzie. Online)
• Texto Completo: http://editorarevistas.mackenzie.br/index.php/ptp/article/view/4356
• topic: pervasive development disorders; teachers; education; public policies; autism; transtorno global del desarrollo; profesor; educación; políticas publicas; autismo; transtornos globais do desenvolvimento infantil; docentes; educação; políticas públicas; autismo

The currentness and importance of educational inclusion turn the study of several aspects involved needed for its understanding. The literature review found a lack of studies on institutional arrangements involved in the schooling of children diagnosed as autistic. Using the Institutional Discourse Analysis as a method to investigate, through interviews with six teachers, the idea on the development of students diagnosed with autism or Pervasive Development Disorder and the positions taken by professionals in the education of these children. It was found present in the speech oppositions that characterize the concept of “student-problem”. The lack of standards are said to be the great challenge of inclusion, once there isn’t a pre-determination for the work of the teacher, school, treatment and the child’s development whose conception transits between the individual work and the comparison with the group, which characterize the feeling of “lack of knowledge” characteristic of the position of inclusion.