Direitos humanos e autismo: entre as normativas de garantia e proteção e as políticas de inclusão da criança autista na rede pública de João Pessoa – PB

• Ano de defesa: 2016
• Autor(a) principal: Oliveira, Ramon Olímpio de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Direitos Humanos; Programa de Pós-Graduação em Direitos Humanos, Cidadania e Políticas Públicas; UFPB
• Palavras-chave em Português: Autismo; Direito à educação; Inclusão educacional; Políticas públicas; Direitos humanos; CNPQ::CIENCIAS HUMANAS
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/11816

Education is a fundamental right for everyone and a duty of the State, which must guarantee access and quality of education for those who need it. Among the several subjects of law whose education must be guaranteed by the State, we highlight children with Autism Spectrum Disorder (ASD). We carry out the analysis of the public policies regarding the educational inclusion of these children in the Local Network of Public Teaching of João Pessoa, trying to answer the following questions: Which national and international legal norms deal with the protection of autistic children and guarantee their rights? What are the specific public policies to ensure the educational inclusion of these children? How are these policies implemented? Through the questions raised, we outline the specific objectives that make up the chapters of this dissertation: historical review of autism, analyzing its categorization as symptom, disorder and, later, disorder, studying its conceptual modifications; Contextualization of the national and international normative framework on education as a fundamental right and protection of the autistic child; Conducting field research in schools of the Public Network of João Pessoa through interviews with the following research subjects: teachers of the Specialized Educational Assistance (AEE), directors and educational supervisor, where we sought to know from the interviewees how does the educational inclusion of children occur in their respective schools. The methodological procedures chosen were bibliographic and normative research, observing laws, treaties and resolutions on the subject, as well as field research and data collection through interviews, whose universe of study was the Local Public Education Network of João Pessoa, containing ninety And five schools and seventy-four Reference Centers for Early Childhood Education (CREI). As a sample, we chose ten units, being six schools and four CREI's, whose selection criterion was the highest number of autistic students enrolled. The data was processed by content analysis, divided into three distinct phases: pre-analysis, exploration and treatment of results. Through this procedure, it was possible to elaborate eleven categories, namely: first contact with the autistic child; Continuing education; Difficulty in dealing with the autistic child; Academic development; Forms of evaluation; Regular education for autistic children; Social inclusion of autistic children with children in general; Interaction between teachers and managers with autistics; Highlights; Public policies of inclusion of the autistic child and family-school relationship. It was possible, analyzing the categories, to reach the conclusion that there are no specific municipal public policies that deal with the education of the autistic child in João Pessoa, with the Secretariat of Special Education (SEDEC), limiting itself to executing federal policies on the subject, How the implementation of these policies occurs slowly and is very dependent on the impetus and proactivity of professionals to include and educate these children. We hope that this text will serve as a basis for other studies, in order to broaden the database raised here and to bring the subject to prominence, acting as a research promoter, since it deals with the importance of guaranteeing the educational inclusion of autistic children. Keywords: autism; right to education; Educational inclusion; public policy; human rights.