Escolarização de alunos com TEA: práticas educativas em uma rede pública de ensino

• Ano de defesa: 2019
• Autor(a) principal: Luiza Pinheiro Leão Vicari
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; Programa de Pós-Graduação em Educação - Conhecimento e Inclusão Social; UFMG
• Palavras-chave em Português: Transtorno do espectro autista; Educação inclusiva; Ensino fundamental; Práticas educativas; Crianças autistas > Educação; Educação especial; Inclusão em educação
• Link de acesso: http://hdl.handle.net/1843/31971

This study aims to analyze the educational practices in everyday school life of two students with Autism Spectrum Disorder (ASD), enrolled in a municipal school in Belo Horizonte, Minas Gerais. The ASD is a developmental disorder that affects the development, generating significant changes in two areas: social comunication and behavior, with a restricted repertoire of activities and interests, repetitive and stereotyped behavior. Currently, the enrollment of these students is increasing and, along with this movement, questions about the inclusion process are increasingly frequent. With the World Conference on Special Education in 1994, the movement for Inclusive Education strengthened, generating a growing discussion on the quality of education for children with disabilities. In this context, Brazilian legislation contributed to broadening the right to education for these students, with the establishment of the Law on Guidelines and Bases of National Education (1996), the National Policy for Special Education in the Inclusive Perspective (2008), the National Policy on Protection of the Rights of Persons with Autism Spectrum Disorder (2012), which guarantees the person with ASD all the rights applied to persons with disabilities, and the Brazilian Inclusion Law (2015).In this way, the professional support functions, such as the Auxiliary Support of Inclusion (AAI), and Teacher Educational Service Specialist (ESA) are highlighted because they can act as mediators in situations of learning, development and socialization of these children. Therefore, the present work, through a qualitative approach, discusses the limits and possibilities of the process of school inclusion of students with ASD in common education. For the development of the field research, systematic observation in two classrooms and semi-structured interviews with six female teachers and two assistants were used as instruments of data collection. The professionals also completed the CARS behavioral assessment scale on the two students diagnosed with ASD. It was used content analysis to deepen the reading of data. The survey results indicate that professionals recognize a breakthrough in the process of inclusion in the context of municipal education, however they still show uncertainty and doubts about the teaching strategies to be adopted, since it doesn`t identify an effective support network in the inclusion process. Students spend most of their time in the classroom, but few activities are focused on their specifics. When these activities are offered, they are often decontextualized from the class proposal. The students spend most of their time with support assistants, and their activities vary according to the degree of involvement with the work, since they do not belong to the teaching profession and receive few orientations. Six teachers participating in the research, only two showed inclusive educational practices during the research period, although with very low frequency.