A presença de crianças diagnosticadas com autismo na Rede Pública de Ensino: expectativas e opiniões de pais, professores e profissionais da saúde

• Ano de defesa: 2019
• Autor(a) principal: Goncalves, Raelen Brandino [UNIFESP]
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Paulo (UNIFESP)
• Palavras-chave em Português: Expectations; Autistic Spectrum Disorder; Schooling; Inclusion; Expectativas; Transtorno Espectro Autista; Escolarização; Inclusão
• Link de acesso: https://sucupira.capes.gov.br/sucupira/public/consultas/coleta/trabalhoConclusao/viewTrabalhoConclusao.jsf?popup=true&id_trabalho=8028663; https://repositorio.unifesp.br/handle/11600/59993

The objective of this research was to analyze the expectations of teachers, parents and health professionals regarding the school education of children diagnosed with autism. The relevance is to be able to recognize, based on the work of Erving Goffman, that the expectations become configurators of the subjects and this is fundamental for the relationship of the school with the child that carries in itself the stigma of the diagnosis. The research was carried out in a Municipality of Greater São Paulo from previous identification of municipal public school in a peripheral area with a greater number of diagnoses that mentioned Autism Spectrum Disorder, TEA. After the identification of five children and their families, teachers and health professionals who worked with the selected children were mobilized. Among health professionals, a neurologist, a physiotherapist, a speech therapist and a psychologist were approached. The methodology used consisted of interviews with the parents in a semi-structured way, strategically in three moments adding a fourth meeting to a conversation wheel. With the teachers, the child and the fundamental and also with the health professionals the interviews were held in two moments. The results pointed out expectations for schooling, as reported by elementary school teachers, but not only for them, as emphasized by nursery school teachers. The talk of the specialists brought another look from what the situation could be like if different opportunities were offered. In this process, from Goffman (2015), it was possible to look at the microscopic, also showing how much the microcosm of the school floor leads us to complex situations that, from there, extrapolate the school wall.