Autismo : desafios da interação social no contexto escolar da educação básica
Tallennettuna:
| Päätekijä: | |
|---|---|
| Julkaisupäivä: | 2025 |
| Aineistotyyppi: | Master thesis |
| Kieli: | por |
| Lähde: | Repositório Institucional da UPF |
| Download full: | https://repositorio.upf.br/handle/123456789/9758 |
Yhteenveto: | This research, entitled “Autism: Challenges of Social Interaction in the Basic Education School Context”, was developed within the Graduate Program in Education at the University of Passo Fundo (PPGEDU/UPF) and is part of the Educational Processes and Language research line. Its development was guided by the following questions: What are the main challenges of interacting with autistic students in school? Could rethinking the notion of education by teachers and schools contribute to the development of students with Autism Spectrum Disorder (ASD)? In this sense, the research aimed to: (a) investigate the socialization processes of autistic students in Basic Education; (b) rethink pedagogical practices to improve the development of these students; (c) identify the main challenges faced by teachers in promoting the socialization of autistic students; and (d) analyze the theoretical contributions of Charlot and Biesta to reflect on inclusive practices. The qualitative research adopted a bibliographical approach and hermeneutic methodology, meaning the texts covered were interpreted by the researcher. The first chapter introduces the work, presenting the research in its structural dimension, indicating the theme, the problem, the investigative methodology, the theoretical references adopted, and the results achieved. The second chapter addresses autism, its legal, technical, and social definitions, providing a presentation based on concepts of Autism Spectrum Disorder, its general characteristics, behavioral tendencies, and the impact of these aspects on interactions with others, especially in school settings. The third chapter is based on sociologist Bernard Charlot's work, “On the Relation to Knowledge: Elements for a Theory”. In it, the author demonstrates that the meaning of the relationship with knowledge is intrinsically linked to the human need to learn. This need arises from the very experience of being in the world, allowing us to investigate how individuals relate to knowledge. In this sense, it is possible to understand that this relationship is not only cognitive, but also affective, social, and existential. Bernard Charlot's (2000) notion of education gains greater vitality when combined with Gert Biesta's (2021) critique of the notion of learning: together, both theories contribute significantly to updating a notion of education that better contributes to the development of autistic students. The fourth chapter is initially dedicated to Biesta's theory and, subsequently, by associating the theoretical elements of this author with Charlot, seeks to defend another notion of education, demonstrating its contributions to the social interactions between autistic students and their neurotypical peers. It is concluded that the notion of education, once redefined in Charlot and Biesta's terms, significantly fosters autistic students' perspective of interaction and relationship with knowledge. In this sense, the development of autistic students requires that identity construction and social participation be fostered while respecting the uniqueness of each individual. |
| _version_ | 1871607617462206464 |
|---|---|
| author | Batista, Lana Carla Vieira |
| author_browse | Batista, Lana Carla Vieira |
| author_facet | Batista, Lana Carla Vieira |
| author_role | author |
| collection | Repositório Institucional da UPF |
| dc.contributor.author.fl_str_mv | Batista, Lana Carla Vieira |
| dc.contributor.none.fl_str_mv | Rossetto, Miguel da Silva |
| dc.date.none.fl_str_mv | 2025-12-09T14:02:30Z 2025 2025-09-18 |
| dc.format.none.fl_str_mv | application/pdf |
| dc.identifier.uri.fl_str_mv | BATISTA, Lana Carla Vieira. Autismo: desafios da interação social no contexto escolar da educação básica. 2025. 64 f. Dissertação (Mestrado em Educação) - Universidade de Passo Fundo, 2025. https://repositorio.upf.br/handle/123456789/9758 |
| dc.language.iso.fl_str_mv | por |
| dc.publisher.none.fl_str_mv | Universidade de Passo Fundo Brasil UPF Programa de Pós-Graduação em Educação Instituto de Humanidades, Ciências, Educação e Criatividade |
| dc.rights.driver.fl_str_mv | info:eu-repo/semantics/openAccess |
| dc.source.none.fl_str_mv | reponame:Repositório Institucional da UPF instname:Universidade de Passo Fundo (UPF) instacron:UPF |
| dc.subject.por.fl_str_mv | Interação social Educação básica Autismo Crianças com transtorno do espectro autista Ciências Humanas::Educação |
| dc.title.none.fl_str_mv | Autismo : desafios da interação social no contexto escolar da educação básica |
| dc.type.driver.fl_str_mv | info:eu-repo/semantics/masterThesis |
| dc.type.status.fl_str_mv | info:eu-repo/semantics/publishedVersion |
| description | This research, entitled “Autism: Challenges of Social Interaction in the Basic Education School Context”, was developed within the Graduate Program in Education at the University of Passo Fundo (PPGEDU/UPF) and is part of the Educational Processes and Language research line. Its development was guided by the following questions: What are the main challenges of interacting with autistic students in school? Could rethinking the notion of education by teachers and schools contribute to the development of students with Autism Spectrum Disorder (ASD)? In this sense, the research aimed to: (a) investigate the socialization processes of autistic students in Basic Education; (b) rethink pedagogical practices to improve the development of these students; (c) identify the main challenges faced by teachers in promoting the socialization of autistic students; and (d) analyze the theoretical contributions of Charlot and Biesta to reflect on inclusive practices. The qualitative research adopted a bibliographical approach and hermeneutic methodology, meaning the texts covered were interpreted by the researcher. The first chapter introduces the work, presenting the research in its structural dimension, indicating the theme, the problem, the investigative methodology, the theoretical references adopted, and the results achieved. The second chapter addresses autism, its legal, technical, and social definitions, providing a presentation based on concepts of Autism Spectrum Disorder, its general characteristics, behavioral tendencies, and the impact of these aspects on interactions with others, especially in school settings. The third chapter is based on sociologist Bernard Charlot's work, “On the Relation to Knowledge: Elements for a Theory”. In it, the author demonstrates that the meaning of the relationship with knowledge is intrinsically linked to the human need to learn. This need arises from the very experience of being in the world, allowing us to investigate how individuals relate to knowledge. In this sense, it is possible to understand that this relationship is not only cognitive, but also affective, social, and existential. Bernard Charlot's (2000) notion of education gains greater vitality when combined with Gert Biesta's (2021) critique of the notion of learning: together, both theories contribute significantly to updating a notion of education that better contributes to the development of autistic students. The fourth chapter is initially dedicated to Biesta's theory and, subsequently, by associating the theoretical elements of this author with Charlot, seeks to defend another notion of education, demonstrating its contributions to the social interactions between autistic students and their neurotypical peers. It is concluded that the notion of education, once redefined in Charlot and Biesta's terms, significantly fosters autistic students' perspective of interaction and relationship with knowledge. In this sense, the development of autistic students requires that identity construction and social participation be fostered while respecting the uniqueness of each individual. |
| eu_rights_str_mv | openAccess |
| format | masterThesis |
| id | UPF_236cf87bbbb451d632dd2d809578d0cc |
| identifier_str_mv | BATISTA, Lana Carla Vieira. Autismo: desafios da interação social no contexto escolar da educação básica. 2025. 64 f. Dissertação (Mestrado em Educação) - Universidade de Passo Fundo, 2025. |
| instacron_str | UPF |
| institution | UPF |
| instname_str | Universidade de Passo Fundo (UPF) |
| language | por |
| network_acronym_str | UPF |
| network_name_str | Repositório Institucional da UPF |
| oai_identifier_str | oai:repositorio.upf.br:123456789/9758 |
| publishDate | 2025 |
| publishDateSort | 2025 |
| publisher.none.fl_str_mv | Universidade de Passo Fundo Brasil UPF Programa de Pós-Graduação em Educação Instituto de Humanidades, Ciências, Educação e Criatividade |
| reponame_str | Repositório Institucional da UPF |
| repository.mail.fl_str_mv | jucelei@upf.br||biblio@upf.br |
| repository.name.fl_str_mv | Repositório Institucional da UPF - Universidade de Passo Fundo (UPF) |
| repository_id_str | 1610 |
| spelling | Autismo : desafios da interação social no contexto escolar da educação básicaInteração socialEducação básicaAutismoCrianças com transtorno do espectro autistaCiências Humanas::EducaçãoThis research, entitled “Autism: Challenges of Social Interaction in the Basic Education School Context”, was developed within the Graduate Program in Education at the University of Passo Fundo (PPGEDU/UPF) and is part of the Educational Processes and Language research line. Its development was guided by the following questions: What are the main challenges of interacting with autistic students in school? Could rethinking the notion of education by teachers and schools contribute to the development of students with Autism Spectrum Disorder (ASD)? In this sense, the research aimed to: (a) investigate the socialization processes of autistic students in Basic Education; (b) rethink pedagogical practices to improve the development of these students; (c) identify the main challenges faced by teachers in promoting the socialization of autistic students; and (d) analyze the theoretical contributions of Charlot and Biesta to reflect on inclusive practices. The qualitative research adopted a bibliographical approach and hermeneutic methodology, meaning the texts covered were interpreted by the researcher. The first chapter introduces the work, presenting the research in its structural dimension, indicating the theme, the problem, the investigative methodology, the theoretical references adopted, and the results achieved. The second chapter addresses autism, its legal, technical, and social definitions, providing a presentation based on concepts of Autism Spectrum Disorder, its general characteristics, behavioral tendencies, and the impact of these aspects on interactions with others, especially in school settings. The third chapter is based on sociologist Bernard Charlot's work, “On the Relation to Knowledge: Elements for a Theory”. In it, the author demonstrates that the meaning of the relationship with knowledge is intrinsically linked to the human need to learn. This need arises from the very experience of being in the world, allowing us to investigate how individuals relate to knowledge. In this sense, it is possible to understand that this relationship is not only cognitive, but also affective, social, and existential. Bernard Charlot's (2000) notion of education gains greater vitality when combined with Gert Biesta's (2021) critique of the notion of learning: together, both theories contribute significantly to updating a notion of education that better contributes to the development of autistic students. The fourth chapter is initially dedicated to Biesta's theory and, subsequently, by associating the theoretical elements of this author with Charlot, seeks to defend another notion of education, demonstrating its contributions to the social interactions between autistic students and their neurotypical peers. It is concluded that the notion of education, once redefined in Charlot and Biesta's terms, significantly fosters autistic students' perspective of interaction and relationship with knowledge. In this sense, the development of autistic students requires that identity construction and social participation be fostered while respecting the uniqueness of each individual.A presente pesquisa, intitulada ¿Autismo: desafios da interação social no contexto escolar da educação básica¿, desenvolvida no âmbito do Programa de Pós-graduação em Educação da Universidade de Passo Fundo (PPGEDU/UPF), inserida na linha de Pesquisa Processos Educativos e Linguagem, teve seu desenvolvimento norteado pelos seguintes questionamentos: Quais os principais desafios da interação de alunos autistas na escola? A reelaboração da noção de educação por parte dos docentes e das escolas poderia contribuir com o desenvolvimento de alunos com Transtorno do Espectro Autista (TEA)? Nesse sentido, a pesquisa pretendeu: (a) investigar os processos de socialização de alunos autistas na Educação Básica; (b) repensar as práticas pedagógicas para o melhor desenvolvimento destes alunos; (c) identificar os principais desafios enfrentados pelos professores para promover a socialização de alunos autistas e (d) analisar as contribuições teóricas de Charlot e Biesta para refletir sobre práticas inclusivas. A pesquisa realizada, de caráter qualitativo, adotou procedimento bibliográfico e metodologia hermenêutica, no sentido de que os textos abordados foram interpretados pela pesquisadora. O primeiro capítulo consiste na introdução do trabalho, momento em que é apresentada a pesquisa em sua dimensão estrutural, indicando o tema, o problema, a metodologia investigativa, as referências teóricas adotadas e os resultados alcançados. O segundo capítulo trata do autismo, suas definições legais, técnicas e sociais, ou seja, de uma apresentação embasada em conceitos do Transtorno do Espectro Autista, suas características gerais, tendências comportamentais e o impacto desses aspectos na interação com o outro, especialmente em contextos escolares. O terceiro capítulo está fundamentado na obra Da relação com o saber: elementos para uma teoria, do sociólogo Bernard Charlot e, nela, o autor demonstra que o sentido da relação com o saber está intrinsecamente ligado à necessidade humana de aprender. Essa necessidade surge da própria experiência de estar no mundo, o que nos permite investigar sobre a forma como os indivíduos se relacionam com o conhecimento. Nesse sentido, é possível compreender que essa relação não é apenas cognitiva, mas também afetiva, social e existencial. A noção de educação de Bernard Charlot (2000) oferece maior vitalidade quando se encontra com a crítica de Gert Biesta (2021) sobre a noção de aprendizagem: juntas, ambas as teorias contribuem significativamente para atualizar uma noção de educação que permita melhor contribuir com o desenvolvimento do autista. O quarto capítulo dedica-se, no primeiro momento, à teoria de Biesta e, na sequência, associando os elementos teóricos deste autor com Charlot, procura defender uma outra noção de educação, demonstrando suas contribuições para as interações sociais entre alunos autistas e seus colegas neurotípicos. Conclui-se que a noção de educação, uma vez redefinida nos termos de Charlot e Biesta, fomenta significativamente a perspectiva de interação dos alunos autistas e de relação com o saber. Nesse sentido, o desenvolvimento dos autistas leva em consideração que a construção identitária e a participação social sejam favorecidas respeitando a singularidade de cada sujeito.Universidade de Passo FundoBrasilUPFPrograma de Pós-Graduação em EducaçãoInstituto de Humanidades, Ciências, Educação e CriatividadeRossetto, Miguel da SilvaBatista, Lana Carla Vieira2025-12-09T14:02:30Z20252025-09-18info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfBATISTA, Lana Carla Vieira. Autismo: desafios da interação social no contexto escolar da educação básica. 2025. 64 f. Dissertação (Mestrado em Educação) - Universidade de Passo Fundo, 2025.https://repositorio.upf.br/handle/123456789/9758porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UPFinstname:Universidade de Passo Fundo (UPF)instacron:UPF2025-12-30T20:18:38Zoai:repositorio.upf.br:123456789/9758Repositório InstitucionalPRIhttp://repositorio.upf.br/oai/requestjucelei@upf.br||biblio@upf.bropendoar:16102025-12-30T20:18:38Repositório Institucional da UPF - Universidade de Passo Fundo (UPF) |
| spellingShingle | Autismo : desafios da interação social no contexto escolar da educação básica Batista, Lana Carla Vieira Interação social Educação básica Autismo Crianças com transtorno do espectro autista Ciências Humanas::Educação |
| status_str | publishedVersion |
| title | Autismo : desafios da interação social no contexto escolar da educação básica |
| title_full | Autismo : desafios da interação social no contexto escolar da educação básica |
| title_fullStr | Autismo : desafios da interação social no contexto escolar da educação básica |
| title_full_unstemmed | Autismo : desafios da interação social no contexto escolar da educação básica |
| title_short | Autismo : desafios da interação social no contexto escolar da educação básica |
| title_sort | Autismo : desafios da interação social no contexto escolar da educação básica |
| topic | Interação social Educação básica Autismo Crianças com transtorno do espectro autista Ciências Humanas::Educação |
| url | https://repositorio.upf.br/handle/123456789/9758 |