A promoção do desenvolvimento do aluno autista nos processos educacionais

• Ano de defesa: 2009
• Autor(a) principal: Gomide, Andréa Barbosa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; BR; Programa de Pós-graduação em Psicologia; Ciências Humanas; UFU
• Palavras-chave em Português: Crianças - Desenvolvimento; Autismo em crianças; Autismo; Desenvolvimento; Teoria bioecológica; Autism; Education; Development; Theory bioecological; CNPQ::CIENCIAS HUMANAS::PSICOLOGIA
• Link de acesso: https://repositorio.ufu.br/handle/123456789/17077

Whereas the process of teaching and learning of autistic student and its relation to the development of this individual, the main objective of this dissertation was examine the psychoeducational aspects related to the care of the educational school autistic student and the relationship of these issues with the promote the overall development of this person, from a perspective Bioecological Human Development. The theoretical foundations developed during this study involved a literature review about the state of the art of infantile autism; the aspects of the Education Student's Autistic, and the Theory of Bioecological Human Development, emphasizing the main and most significant immediate school environment related to opportunities for development of student, the microenvironment of the classroom, together with its three primary elements: activity, interaction and role. In this work, reflective interviews were conducted with the participating teachers and, later, transcribed and analyzed through Grounded Theory; beyond observations made in the environment of the classroom. This study found that, despite the difficulties faced by educators passed in the process of autistic student's school attendance, important changes in the interaction, participation and performance of students in the activities proposed within the classroom. However, for the process of autistic student's school attendance occurs with quality, it´s necessary the recognition of schools and educators the possibilities of development and learning of this student. Thus, it is essential to rethink the ways are proposed educational activities; how interactions are established teacher/student and student/student; well as reflect on the importance of the role of the teacher in front of the autistic child have on their chances of success. Accordingly, we must break the stigmata and overcome the prejudices historically constructed, that reinforce the psychosocial condition segregated and excluding the deviant individual.