Trabalho docente na inclusão escolar de alunos com diagnóstico de Transtorno do Espectro Autista/deficiência intelectual e Síndrome de Edwards

• Ano de defesa: 2017
• Autor(a) principal: Valladão, Helen Malta
• 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: School inclusion; Collaborative work; Interdependence; Inclusão escolar; Trabalho colaborativo; Público-alvo da Educação Especial; Prática de ensino; Educação especial - Vitória (ES); Educação; 37
• Link de acesso: http://repositorio.ufes.br/handle/10/8613

This study aimed to analyze the dilemmas, challenges and possibilities of teaching work carried out in a common initial grades elementary school classroom of the municipal network of Vitória/ES, which has enrollments of students with a diagnosis of Autistic Spectrum Disorder / Intellectual Disability and Edwards Syndrome, as well as to understand the concept of inclusion, the sharing of responsibilities; analyze the evaluations related to the pedagogical practices developed in the classroom for the target public students of Special Education; and to act in context, with a view to collaboratively construct pedagogical practices that respond to the educational demands of the students in the class and, especially, the students diagnosed with TEA / DI and Edwards Syndrome.It seeks to know the teaching and learning process lived by the target audience of Special Education in this teaching system. Lev Semenovitch Vygotsky and Norbert Elias supported the reflections because they reject the abstract subject of knowledge and insist on the need to consider it immersed in social and language. Both Elias (1994) and Vygotsky (1989) are authors who adopt the idea of development as the central process of their theories and the emphasis on the interrelationships of "concrete" individuals. Therefore, this study proposes a pedagogical posture that conjectures a conception of man that allows understanding the processes of development and learning of the target public students of Special Education. We support the conceptions of language, linguistic symbol, word and speech and their implications in the processes of individualization / internalization, as developed in the works of these two authors. This is a qualitative research, outlined in the collaborative-critical action research assumptions for believing in the learning possibilities that can occur in the intervention developed with two students, a student diagnosed with Autism Spectrum Disorder / Intellectual Deficiency and another student with diagnosis of Edwards Syndrome, inserted in a 4th grade class of elementary school, articulating theory and practice in the collaborative action with the teacher of the common teaching, the specialized teacher and the pedagogue that accompanies the initial grades. As methodological procedures, we used participant observation in all learning units of the teaching unit, semi-structured interviews with the teacher of the common teaching, the specialized teacher and the pedagogue that works with the students of the initial years and acting in context with collaborative work with the teacher of the classroom and performance in context with records made in the logbook, photographs and recorded audios. As a result, we perceive the importance of all school professionals involved in the inclusion process and their interdependencies relationships. We conclude our research showing that the collaborative work has been shown as a way that associated with the continued formations and the applicability of the current legislation assure an inclusion that guarantees the development of all involved in the educational process.