Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
Santos, R??gia Vidal dos
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| Orientador(a): |
Mafra, Jason Ferreira |
| Banca de defesa: |
Mafra, Jason Ferreira,
Macedo, Eunice,
Teixeira, Rosiley Aparecida,
Silva, Marta Regina Paulo da,
Silva, Maur??cio Pedro da |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Nove de Julho
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| Programa de Pós-Graduação: |
Programa de P??s-Gradua????o em Educa????o
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| Departamento: |
Educa????o
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| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Palavras-chave em Espanhol: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://bibliotecatede.uninove.br/handle/tede/2165
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Resumo: |
This thesis, refusing the idea of autism as a disabling pathology, it was proposed to analyze the visions of autistic young people resulting from their school experiences, here called ???autistic reasons???. It was argued that these reasons, despite an inclusive educational proposal, remain obliterated. Such an argument took into account three dimensions. The first refers to the fact that autistic people can rarely express their voices, since, having other forms of expression, often unintelligible to a normalizing rationality, they are still seen as intellectually limited and/or socially maladjusted. The second concerns the affirmation of autism as a human condition, whose denial - tributary to a pathological view - corroborates negative and oppressive discriminatory practices. The third and last dimension brought to the debate the updating of the processes of exclusion from the regular school that, not opening themselves to an intercultural perspective, maintain the rights and potential expectations of autistic people ignored, silenced and/or subordinated, although legal protection has assured them access to these educational institutions and the right to learning among their peers. In view of these dimensions and supported by a perspective of educational listening, capable of legitimizing the authentic readings of reality produced by people who experience this condition, we started from the hypothesis that each autistic person is endowed with a particular reason, which can be systematically subjugated by hegemonic reasons, but that, like any oppressed reason, it consists of other equally valid knowledge that needs to be known and recognized as a condition for a liberating educational proposal. The following questions guided the research: What are the views of autistic young people about their school experiences, considering their own needs and expectations? How do teachers' perspectives on autism and the learning processes of autistic people inform the schooling contexts of young people in this condition? It was adopted as the guiding thread of analysis the Hannah Arendt's studies of the human condition and extended thinking; the relational and humanizing perspective present in Paulo Freire's work; the appreciations of the communication between differences and social justice that emerge from Iris Young's work; and Temple Grandin's understanding of autism itself. In the framework of a qualitative research, young autistic people who study or studied in formal education in schools in the Southeast region of Brazil were interviewed, as well as their families and teachers. Throughout the investigation and in its final considerations, autistic reasons were observed, on the one hand, that, intending the representations of autism as incapacity and resistance to dialogue, resignify the negative attributes imposed on them; on the other hand, in the gap between theory and practice, autistic reasons retracting in the hegemonic horizon of heteronomization. It was also found that when authentic readings of reality produced by people who experience autism as a condition are legitimized, a plural, more collaborative, authentic and human school is announced. |
