Práticas pedagógicas e o sujeito com autismo : um estudo de caso fenomenológico no ensino comum

• Ano de defesa: 2013
• Autor(a) principal: Pinto, Sulamyta da Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Autism; Inclusive education; Pedagogical practices; Phenomenology; Autismo; Educação inclusiva; Práticas pedagógicas; Fenomenologia; Educação; 37
• Link de acesso: http://repositorio.ufes.br/handle/10/6077

This study focused phenomenological proposed to analyze the pedagogical practices directed to a student with autism enrolled in the class of first year of elementary school, an Early Childhood Center agreement with the municipal public education, Cariacica, Espírito Santo. The study also sought to identify the concepts that educators had on the subject of autism and including education as well as to observe the relations between educators and educating and socializing aspects of the subject with other classmates and teachers. The study was conducted from a qualitative approach, whose methodology was based on the phenomenological case study. As instruments of data collection was used semi-structured interviews, field journaling, documentary analysis and photographic record. The theoretical framework used for the research was based on dialogue between the contributions of the field of inclusive education and Phenomenological Philosophy of Martin Heidegger and Maurice Merleau-Ponty, from the existential analytic of Being, considering the subject with autism as being in the world and discussing the relations between subjects, as Merleau-Ponty posits. The results of the study, it was found the challenges posed by the proposed inclusive education and ignorance about the autism, resulting in a stereotypical view of the subject as well as a low investment in the relationship with the student in playful moments. We also point to the need for a systematic and contextualized pedagogical practice directed to the student with autism, enabled by rigorous observation and recording of everyday living in the school context in order to meet the needs of the subject. To consider planning such urges the teacher as a place of systematization of educational practice