A inclusão da criança com autismo em uma escola de educação infantil

• Ano de defesa: 2012
• Autor(a) principal: Correia, Helen Cristina
• 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: Childhood; Children; Inclusion; Listening to the child; Infância; Crianças; Inclusão; Escuta da criança; Educação inclusiva; Autismo; Educação; 37
• Link de acesso: http://repositorio.ufes.br/handle/10/2334

This study aims to analyze the perception that a child with developmental global disorders, with a medical statement of autism, has of his / her process of inclusion in the context of elementary school, aiming rethinking it based on the view of the child's world. This study tries to: Know the childhood of a child with TGD considering the different ways of being a child; Characterize the elements that are part of narrative of the child with disability about his / her process of inclusion in the every day life of the elementary school; discuss referred the aspects as implications in the process of inclusion in the formation of the subjectivity of the child with TGD relating them to the idea that they help her / him to recognize her / his social and cultural historical. The qualitative vew was shown as the most appropriate approach to carry out this study because it allows us to understand the phenomenon in its natural place. The ethnographic type of study was the most appropriate methodology to be used due to the possibility of understanding the particularities and the singularities that involve the listening to the voices of the children through their narratives and manifestations. The center of kindergarten and elementary school in Vitória-ES, was chosen to observe the different situations that happen in that place, trying to notice in the voices, looks, gestures and expressions of the children, their perceptions, ideas and opinions about this process. We chose to work with a historical-cultural perspective of the human development in Psychology because we believe that this theoretical approach allows us to recognize a child as a social, historical and cultural producer, who is able to see the world, to analize it and to reinvent it according to his / her childhood culture and his / her own necessities. Thus, this study has unable us to understand that although a child, the subject of this research, can recognize the school as a very important place for her, it is necessary the planning of an effective practice of learning, taking into account the fact that the child living his/her childhood, before having a disability.