Os alunos com autismo no primeiro ano do ensino fundamental e os movimentos de construção das práticas pedagógicas

• Ano de defesa: 2017
• Autor(a) principal: Santos, Emilene Coco dos
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Doutorado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Student with autism; Elementary School; Pedagogical practice; Aluno com autismo; Ensino fundamental; Prática pedagógica; Alumno con autismo; Enseñanza fundamental; Práctica pedagógica; Aprendizagem; Educação especial; Prática de ensino; Educação; 37
• Link de acesso: http://repositorio.ufes.br/handle/10/6850

This work aims to investigate the alternative path movements in the pedagogical practice developed with children with autism in a primary school in the municipality of Serra / ES. It relies on the assumptions of the Historical-cultural approach, especially in the studies of Lev S. Vygotsky on the development of higher psychological functions and mediated processes; we focus on the role of the other in human and teaching development, highlighting the search for alternative ways of planning pedagogical practice in order to engage children with autism into the educational dynamics. This study followed the theoretical-methodological principles of participatory action research and was carried out in first grade classes at an elementary school, in Serra district, focusing particularly on the pedagogical practices oriented to 3 children diagnosed with autism. The participatory action research followed different stages all of them developed in cooperation with the study participants: the management team, the teachers, the special education teacher and the trainees, and the children with autism. These stages involved: restore and evaluate established pedagogical practices; study of autism and educational practices; and search for new actions that would allow advances in the development of these children. On this path, the group involved in the research was oriented towards seeking for alternative ways to enable children with autism to be and to get involved in the teaching and learning processes, especially in the context of the common classroom. Gradually the research pointed to some fundamental aspects for the school education of these children: the bet on their self-learning possibilities and on the establishment of meaningful relationships with adults and other children in school, which also implies patience, insistence, study and perseverance, considering each child´s own pace; the definition of people to be a reference for the child with autism, aiming the formation of a bonding relationship, since this enables them to gradually feel more secure, welcomed and willing to interact with others; the collaboration of other classmates in the appropriation process of actions necessary for the child with autism to become a student. As regards specifically to the teaching and learning processes, we found that the necessary means for the child with autism to engage in the teaching process involved, on the part of the participating research team: special attention to students with autism in the first grade class, due to the changes that occur in their school life; more time and explanation of activities; anticipated planning organization; aiming speech directly to the child; conducting them through the proposed learning tasks, doing with the child and for the child; allowing the child to try to do homework alone; attention to the strategies to join of the child into the group. In this process, even considering the singularities of these 3 children, some advances can be pointed out: situations of voluntary participation in school activities increased; initiative to perform a certain activity, knowing what to answer when asked about subjects that were being treated near them; acknowledgment of school topics worked in the first grade classes, by João, Marcos and Guilherme, each in their peculiar way. Regarding the team of professionals, the participatory action research contributed to their belief in the possibility of children with autism to learn, investing in the establishment of a bond with these children, leading them to be part of the group, seeking appropriate strategies to involve these students in the school activities.