Conta-me como foi : percursos escolares de jovens e adultos com deficiência e transtorno global do desenvolvimento, mediados por processos de compensação sociopsicológica

• Ano de defesa: 2014
• Autor(a) principal: Teixeira, Renata Imaculada de Oliveira
• 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: Histórias de vida; Percurso escolar; Jovens e adultos com deficiência; Abordagem histórico-cultural; Life stories; School career; Youths and adults with disabilities; Cultural-historical approach; Aprendizagem - Educação; Educação inclusiva; Educação especial; História oral; Educação; 37
• Link de acesso: http://repositorio.ufes.br/handle/10/1922

This study investigates the school career of young people with disabilities and pervasive developmental disorder (PDD), aiming to highlight aspects that may have contributed to the appearance of processes of social-psychological compensation which promote learning and development in their academic and professional lives. It bases on the thesis that the entrance of people, in this condition, in technical courses, high school and higher education, in the field of professional and technological education, is possible thanks to mediations and interactions that positively contribute to their previous school careers, considering the history of exclusion that they passed and still pass. The study adopts the cultural-historical approach as theoretical contribution, mainly Vygotsky´s studies, which help to understand the subjectivity constitution of young people with disabilities and PDD and the prospection of their lives as professionals, focusing on the processes of social compensation, starting from the investigation of their school careers. Simultaneously, it focuses on Walter Benjamin's studies about history philosophy to understand the writing of the past, the memory, the historical time, the narrative, among other aspects. Three youths are defined as individuals of the study, students of professional and technological education of the Federal Institute for Professional and Technical Education of Espírito Santo (Ifes), enrolled at different campuses: a girl: student diagnosed with PDD associated with psychosis, and two lads: a deaf student and a student with autism, each one, in their specificity, narrating their life story from childhood to the present, focusing on situations experienced in school career, relationships with family, images of themselves and of their disabilities and expectations for the professional future. This study considers, as categories of analysis, the memories of childhood, the aspects of school career that prevail in the speeches of the individuals, the inclusion in the professional education, the marks of themselves in relations with the Other and the clues to think about school inclusion based on told stories which evidence the processes of social-psychological compensation. Based on the life stories of the researched individuals, it is concluded that even facing the dilemmas and difficulties experienced by them in their school career, the learning of the person with disabilities and PDD is possible, because they can enter and stay in a regular school. It is also concluded that socioeconomic conditions and family support establish a factor that greatly contributes to these individuals, each one in their own way, may have access to school and remain there, as well as reaching processes of social-psychological compensation.