Detalhes bibliográficos
| Ano de defesa: |
2021 |
| Autor(a) principal: |
Morais, Rosa Maria Ribeiro de
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| Orientador(a): |
Freire, Silvana Matias
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| Banca de defesa: |
Freire, Silvana Matias,
Murce Filho, Newton Freire,
Oliveira, Alexandra Almeida de |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal de Goiás
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| Programa de Pós-Graduação: |
Programa de Pós-graduação em Ensino na Educação Básica (CEPAE)
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| Departamento: |
Centro de Ensino e Pesquisa Aplicada à Educação - CEPAE (RG)
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| País: |
Brasil
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://repositorio.bc.ufg.br/tede/handle/tede/12093
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Resumo: |
This study is the result of a research carried out in the Professional Master's Degree in Teaching in Basic Education – Postgraduate Program in Teaching in Basic Education, at the Center for Teaching and Research Applied to Education, at the Federal University of Goiás. The research aims to discuss the importance of the child with Autistic Spectrum Disorder (ASD) being inserted in the schooling process in the inclusive modality. This theme instigated me when I worked as a support teacher for an autistic child. At the time, I asked myself about the advantage of autistic children attending regular schools. In this research, I defend the argument that school inclusion can be important for autistic children due to the symbolic value that the school represents to the social group. However, in certain cases, individualized monitoring, even in the same school environment, can contribute to the maintenance of the autistic child in a regular classroom. In the context of qualitative research, a case study is developed with a ten-year-old student diagnosed with ASD, who was in the 4th year of elementary school in 2019, at the Center for Teaching and Research Applied to Education (CEPAE) of the Federal University of Goiás (UFG). To theoretically support the discussions carried out, we used, mainly, the work of Maria Teresa Egler Mantoan (2015) and, mainly, the work of Maria Cristina Kupfer (2013) who deals with the topic from a psychoanalytic perspective, in addition to the laws governing inclusion school (1996, 2008, 2010, 2012). As an educational product, didactic sequences were developed to be worked individually with an autistic child. The experience gained by working with the didactic sequences, led us to realize the importance of the ASD child to attend school to (re)constitute the social bond and to recognize themselves as a subject of the culture in which they are inserted. |
