Direito à educação: a mediação escolar especializada como ferramenta de proteção e inclusão da criança com transtorno do espectro autista

Detalhes bibliográficos
Ano de defesa: 2020
Autor(a) principal: Cananéa, Thiago Nunes Abath
Orientador(a): Não Informado pela instituição
Banca de defesa: Não Informado pela instituição
Tipo de documento: Dissertação
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Centro Universitário de João Pessoa
Brasil
PPG1
UNIPÊ
Programa de Pós-Graduação: Não Informado pela instituição
Departamento: Não Informado pela instituição
País: Não Informado pela instituição
Palavras-chave em Português:
Link de acesso: https://repositorio.cruzeirodosul.edu.br/handle/123456789/2757
Resumo: Human rights are born from the guarantee to the human person of having rights, becoming the holder of innate rights, a kind of legal genetic code, with the central idea that living is not just breathing and existing, but living with dignity. Among the various subjects of law whose education must be guaranteed by the State, we highlight the children with Autistic Spectrum Disorder (ASD) and the role of the mediator, the specialized companion as a professional who will assist in inclusion. We conducted the analysis of the subject, seeking to answer the following questions: what legal rules, national and international, deal with the protection of autistic children and the guarantee of their rights? What are the specific public policies to ensure the educational inclusion of these children? How does the Constitutional Equality and Equality of Treatment guarantee become effective? Through the questions raised, we outlined the specific objectives that make up the chapters of this dissertation: historical survey of autism, analyzing its categorization as a symptom, disorder and, later, disorder, studying its conceptual changes; contextualization of the national and international normative framework on education as a fundamental right and protection of the autistic child. The research focuses on the current Constitutional survey, the Governing Laws and, in particular, Law 12.764 / 2012 - the Berenice Piana Law, which provides for a mediator, a specialist companion in the regular education classes, being an auxiliary facilitator of the inclusion of children with ASD, both in learning and in social interaction. So that the interaction of children with ASD, through a specialized mediator / companion, transforms the lives of children with ASD, making them more productive, didactic and making educational inclusion. However, the Berenice Piana Law does not contain the specific qualification of the specialized companion, making the implementation of these policies to occur slowly and dependent on the impetus and proactiveness of professionals to include and educate these children. Regarding the methodology, the research is done under the hypothetical-deductive approach method. Its method of procedure is monographic. Its methodological objective is exploratory and its data collection technique is bibliographic.