Narrativas docentes sobre o método Teacch: o autismo na gestão do conhecimento

• Ano de defesa: 2014
• Autor(a) principal: Fernandes, Rivalina Maria Macêdo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraí­ba; BR; Educação; Programa de Pós-Graduação em Mestrado em Gestão de Organizações Aprendentes; UFPB
• Palavras-chave em Português: Narrativas; Método TEACCH; Docentes; Autismo; Narratives; TEACCH method; Teachers; Autism; CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/tede/5918

The search for edit teachers narratives through the records that marked the path of the TEACCH method application in the field of autism and existential consequences , gives access to the dynamics of words that seem important in the decoding of the concepts , practices and effects process employed the voices that require interpretation . In this sense the interlocutors that permeate teaching and learning about the reality of the disease, as the production of history belongs to this reality, reflecting the meanings and create meanings in the process inherent in the autistic spectrum. Our goal was to identify the current state of autism, considering the narratives of teacher s reconstructions of experiences and experiences in applying the TEACCH method. As a method of data generation, we fix our attention on the use of narrative interview. By approaching the inclusion criteria, a sample of 04 (four) teachers were chosen. We seek, through the sample, favoring the subjects who had the information and experiences, considering sufficient time to recurrence of number information , allowing the seizure of similarities and differences . The method TEACHH heard the viewpoint of teachers is synonymous with intervention. However , the terminology used to view it emphasizes the assertion that early intervention is a key strategy , requiring therefore a priori be demarcated within their own educational activities in order to foster greater commitment to the needs of teachers in their doubts and questions to be subsequently equalized the logic of surrounding reality .