A inclusão escolar e a prática pedagógica no trabalho com crianças com Transtorno do Espectro Autista: desafios e possibilidades na atuação de profissionais da educação infantil

Detalhes bibliográficos
Autor(a) principal: OLIVEIRA, Thaís Naiani Menezes Gomes de
Data de Publicação: 2020
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da UFRPE
Texto Completo: http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9051
Resumo: When thinking in the context of inclusion in Early Childhood Education, numerous challenges arise when we think of the increase in children with Autism Spectrum Disorder worldwide. This same scenario is revealed in the reality of the city of Recife, considering the spaces of Early Childhood Education, which shows us the importance of looking at the relationships that involve the process of inclusive education of these children. Considering such aspects, the present research had a general objective to understand how the pedagogical practices have been developed by the education professionals who deal with children with autism spectrum disorder in Early Childhood Education. The specific objectives were: to analyze the conceptions that early childhood education professionals have about TEA in relation to the child's behavioral, developmental and pedagogical dimensions; identify and characterize the pedagogical practices developed with children with ASD and relate the aspects of the pedagogical practices developed with the principles of active methodology; For this, a quantitative and qualitative approach was used as a research proposal with the performance of participant observation. The participants were the education professionals (06 teachers, 03 AADEEs and AEE 01) from 02 Reference Committees in Recife who have relationships with 05 children diagnosed with ASD, also considered participants in the research.he methodological procedures were interviews with the professionals and videographic records of the pedagogical practice of these professionals. Thus, the investigation proposed here intended to discuss and strengthen aspects of the inclusion of children with ASD. In this sense, the results obtained with the research, from the conception of education professionals about ASD, made us reflect that the understanding of this disorder still seems to be unclear to education professionals, mainly because there is no common discourse among professionals who deal with these children. Another aspect that draws our attention about pedagogical practices is that the activities proposed for children do not seem to have a defined purpose as to what is intended to be achieved with the child's development, where the lack of knowledge by professionals persists, and related aspects affection, planning and mediation is still brought in by a low number of professionals. Regarding active methodologies, we do not always perceive this model of action with children as protagonists of their learning. In this way, we will seek to bring discussions that strengthen inclusion around Early Childhood Education.
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spelling SILVA, Emmanuelle Christine Chaves daCAVALCANTE, Tícia Cassiany FerroOLIVEIRA, Gilvaneide Ferreira dehttp://lattes.cnpq.br/7984259969305233OLIVEIRA, Thaís Naiani Menezes Gomes de2023-06-05T20:39:58Z2020-06-25OLIVEIRA, Thaís Naiani Menezes Gomes de. A inclusão escolar e a prática pedagógica no trabalho com crianças com Transtorno do Espectro Autista: desafios e possibilidades na atuação de profissionais da educação infantil. 2020. 151 f. Dissertação (Programa de Pós-Graduação Associado em Educação, Culturas e Identidades) - Universidade Federal Rural de Pernambuco, Recife.http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9051When thinking in the context of inclusion in Early Childhood Education, numerous challenges arise when we think of the increase in children with Autism Spectrum Disorder worldwide. This same scenario is revealed in the reality of the city of Recife, considering the spaces of Early Childhood Education, which shows us the importance of looking at the relationships that involve the process of inclusive education of these children. Considering such aspects, the present research had a general objective to understand how the pedagogical practices have been developed by the education professionals who deal with children with autism spectrum disorder in Early Childhood Education. The specific objectives were: to analyze the conceptions that early childhood education professionals have about TEA in relation to the child's behavioral, developmental and pedagogical dimensions; identify and characterize the pedagogical practices developed with children with ASD and relate the aspects of the pedagogical practices developed with the principles of active methodology; For this, a quantitative and qualitative approach was used as a research proposal with the performance of participant observation. The participants were the education professionals (06 teachers, 03 AADEEs and AEE 01) from 02 Reference Committees in Recife who have relationships with 05 children diagnosed with ASD, also considered participants in the research.he methodological procedures were interviews with the professionals and videographic records of the pedagogical practice of these professionals. Thus, the investigation proposed here intended to discuss and strengthen aspects of the inclusion of children with ASD. In this sense, the results obtained with the research, from the conception of education professionals about ASD, made us reflect that the understanding of this disorder still seems to be unclear to education professionals, mainly because there is no common discourse among professionals who deal with these children. Another aspect that draws our attention about pedagogical practices is that the activities proposed for children do not seem to have a defined purpose as to what is intended to be achieved with the child's development, where the lack of knowledge by professionals persists, and related aspects affection, planning and mediation is still brought in by a low number of professionals. Regarding active methodologies, we do not always perceive this model of action with children as protagonists of their learning. In this way, we will seek to bring discussions that strengthen inclusion around Early Childhood Education.Ao se pensar no contexto da inclusão na Educação Infantil, surgem inúmeros desafios quando pensamos no aumento de crianças com Transtorno do Espectro Autista a nível mundial. Este mesmo cenário se revela na realidade do município de Recife, considerando os espaços da Educação Infantil, o que nos mostra a importância de se olhar para as relações que envolvem o processo de educação inclusiva destas crianças. Considerando tais aspectos, a presente pesquisa teve como objetivo geral compreender como as práticas pedagógicas têm sido desenvolvidas pelos profissionais da educação que lidam com crianças com transtorno do espectro autista na Educação Infantil. Já os objetivos específicos foram: analisar as concepções que os profissionais da educação infantil têm acerca do TEA em relação às dimensões comportamentais da criança, de seu desenvolvimento e pedagógicas; identificar e caracterizar as práticas pedagógicas desenvolvidas com crianças com TEA e relacionar os aspectos das práticas pedagógicas desenvolvidas com os princípios da metodologia ativa. Para isso, foi utilizado como proposta de investigação uma abordagem quanti-qualitativa com a realização da observação participante. Os participantes foram os profissionais da educação (06 professores, 03 AADEEs e AEE 01) de 02 Cmeis de referência do Recife que mantém relações com 05 crianças com diagnóstico de TEA, também consideradas participantes da pesquisa. Os procedimentos metodológicos foram entrevistas com os profissionais e registros videográficos da prática pedagógica destes profissionais. Assim, a investigação aqui proposta pretendeu discutir e fortalecer aspectos da inclusão de crianças com TEA. Neste sentido, os resultados obtidos com a pesquisa, a partir da concepção dos profissionais da educação sobre o TEA, nos fez refletir que a compreensão deste transtorno parece ainda não estar clara para profissionais da educação, sobretudo por não existir um discurso comum entre os profissionais que lidam com estas crianças. Outro aspecto que nos chama a atenção sobre as práticas pedagógicas é que as atividades propostas para as crianças parecem não ter um propósito definido quanto ao que se pretende atingir com o desenvolvimento da criança, onde persiste a falta de conhecimento pelos profissionais, e aspectos relacionados à afetividade, planejamento e mediação ainda é trazido por um baixo número de profissionais. Já com relação às metodologias ativas, nem sempre percebemos este modelo de atuação com as crianças como protagonistas da sua aprendizagem. Deste modo, buscaremos trazer discussões que fortaleçam a inclusão em torno da Educação Infantil.Submitted by (ana.araujo@ufrpe.br) on 2023-06-05T20:39:58Z No. of bitstreams: 1 Thais Naiani Menezes Gomes de Oliveira.pdf: 2754587 bytes, checksum: 20f74de09d959fb2f23956b462d8594a (MD5)Made available in DSpace on 2023-06-05T20:39:58Z (GMT). No. of bitstreams: 1 Thais Naiani Menezes Gomes de Oliveira.pdf: 2754587 bytes, checksum: 20f74de09d959fb2f23956b462d8594a (MD5) Previous issue date: 2020-06-25application/pdfporUniversidade Federal Rural de PernambucoPrograma de Pós-Graduação Associado em Educação, Culturas e IdentidadesUFRPEBrasilUFRPE - FUNDAJInclusão escolarTranstorno do Espectro AutistaPrática pedagógicaEducação infantilCIENCIAS HUMANAS::EDUCACAOA inclusão escolar e a prática pedagógica no trabalho com crianças com Transtorno do Espectro Autista: desafios e possibilidades na atuação de profissionais da educação infantilinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis40335172040751070916006006005173760195153614631-240345818910352367info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFRPEinstname:Universidade Federal Rural de Pernambuco (UFRPE)instacron:UFRPEORIGINALThais Naiani Menezes Gomes de Oliveira.pdfThais Naiani Menezes Gomes de Oliveira.pdfapplication/pdf2754587http://www.tede2.ufrpe.br:8080/tede2/bitstream/tede2/9051/2/Thais+Naiani+Menezes+Gomes+de+Oliveira.pdf20f74de09d959fb2f23956b462d8594aMD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82165http://www.tede2.ufrpe.br:8080/tede2/bitstream/tede2/9051/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51tede2/90512023-06-05 17:39:58.509oai:tede2: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Biblioteca Digital de Teses e Dissertaçõeshttp://www.tede2.ufrpe.br:8080/tede/PUBhttp://www.tede2.ufrpe.br:8080/oai/requestbdtd@ufrpe.br ||bdtd@ufrpe.bropendoar:2024-05-28T12:37:46.073162Biblioteca Digital de Teses e Dissertações da UFRPE - Universidade Federal Rural de Pernambuco (UFRPE)false
dc.title.por.fl_str_mv A inclusão escolar e a prática pedagógica no trabalho com crianças com Transtorno do Espectro Autista: desafios e possibilidades na atuação de profissionais da educação infantil
title A inclusão escolar e a prática pedagógica no trabalho com crianças com Transtorno do Espectro Autista: desafios e possibilidades na atuação de profissionais da educação infantil
spellingShingle A inclusão escolar e a prática pedagógica no trabalho com crianças com Transtorno do Espectro Autista: desafios e possibilidades na atuação de profissionais da educação infantil
OLIVEIRA, Thaís Naiani Menezes Gomes de
Inclusão escolar
Transtorno do Espectro Autista
Prática pedagógica
Educação infantil
CIENCIAS HUMANAS::EDUCACAO
title_short A inclusão escolar e a prática pedagógica no trabalho com crianças com Transtorno do Espectro Autista: desafios e possibilidades na atuação de profissionais da educação infantil
title_full A inclusão escolar e a prática pedagógica no trabalho com crianças com Transtorno do Espectro Autista: desafios e possibilidades na atuação de profissionais da educação infantil
title_fullStr A inclusão escolar e a prática pedagógica no trabalho com crianças com Transtorno do Espectro Autista: desafios e possibilidades na atuação de profissionais da educação infantil
title_full_unstemmed A inclusão escolar e a prática pedagógica no trabalho com crianças com Transtorno do Espectro Autista: desafios e possibilidades na atuação de profissionais da educação infantil
title_sort A inclusão escolar e a prática pedagógica no trabalho com crianças com Transtorno do Espectro Autista: desafios e possibilidades na atuação de profissionais da educação infantil
author OLIVEIRA, Thaís Naiani Menezes Gomes de
author_facet OLIVEIRA, Thaís Naiani Menezes Gomes de
author_role author
dc.contributor.advisor1.fl_str_mv SILVA, Emmanuelle Christine Chaves da
dc.contributor.referee1.fl_str_mv CAVALCANTE, Tícia Cassiany Ferro
dc.contributor.referee2.fl_str_mv OLIVEIRA, Gilvaneide Ferreira de
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/7984259969305233
dc.contributor.author.fl_str_mv OLIVEIRA, Thaís Naiani Menezes Gomes de
contributor_str_mv SILVA, Emmanuelle Christine Chaves da
CAVALCANTE, Tícia Cassiany Ferro
OLIVEIRA, Gilvaneide Ferreira de
dc.subject.por.fl_str_mv Inclusão escolar
Transtorno do Espectro Autista
Prática pedagógica
Educação infantil
topic Inclusão escolar
Transtorno do Espectro Autista
Prática pedagógica
Educação infantil
CIENCIAS HUMANAS::EDUCACAO
dc.subject.cnpq.fl_str_mv CIENCIAS HUMANAS::EDUCACAO
description When thinking in the context of inclusion in Early Childhood Education, numerous challenges arise when we think of the increase in children with Autism Spectrum Disorder worldwide. This same scenario is revealed in the reality of the city of Recife, considering the spaces of Early Childhood Education, which shows us the importance of looking at the relationships that involve the process of inclusive education of these children. Considering such aspects, the present research had a general objective to understand how the pedagogical practices have been developed by the education professionals who deal with children with autism spectrum disorder in Early Childhood Education. The specific objectives were: to analyze the conceptions that early childhood education professionals have about TEA in relation to the child's behavioral, developmental and pedagogical dimensions; identify and characterize the pedagogical practices developed with children with ASD and relate the aspects of the pedagogical practices developed with the principles of active methodology; For this, a quantitative and qualitative approach was used as a research proposal with the performance of participant observation. The participants were the education professionals (06 teachers, 03 AADEEs and AEE 01) from 02 Reference Committees in Recife who have relationships with 05 children diagnosed with ASD, also considered participants in the research.he methodological procedures were interviews with the professionals and videographic records of the pedagogical practice of these professionals. Thus, the investigation proposed here intended to discuss and strengthen aspects of the inclusion of children with ASD. In this sense, the results obtained with the research, from the conception of education professionals about ASD, made us reflect that the understanding of this disorder still seems to be unclear to education professionals, mainly because there is no common discourse among professionals who deal with these children. Another aspect that draws our attention about pedagogical practices is that the activities proposed for children do not seem to have a defined purpose as to what is intended to be achieved with the child's development, where the lack of knowledge by professionals persists, and related aspects affection, planning and mediation is still brought in by a low number of professionals. Regarding active methodologies, we do not always perceive this model of action with children as protagonists of their learning. In this way, we will seek to bring discussions that strengthen inclusion around Early Childhood Education.
publishDate 2020
dc.date.issued.fl_str_mv 2020-06-25
dc.date.accessioned.fl_str_mv 2023-06-05T20:39:58Z
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dc.identifier.citation.fl_str_mv OLIVEIRA, Thaís Naiani Menezes Gomes de. A inclusão escolar e a prática pedagógica no trabalho com crianças com Transtorno do Espectro Autista: desafios e possibilidades na atuação de profissionais da educação infantil. 2020. 151 f. Dissertação (Programa de Pós-Graduação Associado em Educação, Culturas e Identidades) - Universidade Federal Rural de Pernambuco, Recife.
dc.identifier.uri.fl_str_mv http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9051
identifier_str_mv OLIVEIRA, Thaís Naiani Menezes Gomes de. A inclusão escolar e a prática pedagógica no trabalho com crianças com Transtorno do Espectro Autista: desafios e possibilidades na atuação de profissionais da educação infantil. 2020. 151 f. Dissertação (Programa de Pós-Graduação Associado em Educação, Culturas e Identidades) - Universidade Federal Rural de Pernambuco, Recife.
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