Processo educacional de crianças com Transtorno do Espectro Autista na Educação Infantil: interconexões entre contextos
Carregando...
Data
2016-02-22
Autores
Rinaldo, Simone Catarina de Oliveira [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
O movimento da inclusão escolar traz muitas dúvidas, principalmente em relação à escolarização e apresenta ainda muitos desafios. No caso de crianças com Transtorno do Espectro Autista (TEA), estes parecem ser maiores diante de suas características específicas (dificuldades de socialização e de comunicação) e de estereótipos predeterminados por concepções equivocadas dos profissionais e familiares que se relacionam com elas. O objetivo deste estudo foi descrever o processo educacional de crianças de quatro anos de idade com TEA nos contextos de desenvolvimento e aprendizagem na Educação Infantil e no Atendimento Educacional Especializado (AEE) da escola comum, bem como na família, buscando entender como se estabelecem as inter-relações entre os diferentes contextos. A fundamentação teórica respaldou-se na Perspectiva Bioecológica do Desenvolvimento Humano proposta por Urie Bronfenbrenner. Participaram da pesquisa três profissionais da Secretaria Municipal de Educação (SME), uma diretora de escola, duas professoras regentes, uma professora itinerante e duas crianças e dois pais, totalizando onze participantes. O estudo se caracteriza como uma pesquisa qualitativa, de natureza descritiva. Foram realizados dois procedimentos de coleta de dados: entrevista com base em roteiros semiestruturados e observação das crianças com TEA com registro em diário de campo. Os principais resultados mostraram que a SME vem atualizando suas propostas para a Educação Infantil e Inclusiva do Município em prol do desenvolvimento e aprendizagem de todas as crianças matriculadas. Ainda, que o conhecimento e as concepções da equipe escolar e dos pais sobre as características de crianças com TEA apoiam-se no entendimento do senso comum. Por fim, sobre o processo de escolarização e de inclusão das crianças com TEA, no contexto da escola comum, tem-se que as professoras o desenvolvem de forma a inseri-las na sociedade, entendendo que a inclusão deve ser iniciada na primeira etapa da educação básica. Em contrapartida, os pais consideram que, para a inclusão ocorrer de fato, a escola precisa estar preparada e dispor de recursos materiais, humanos e arquitetônicos para atender a demanda dos alunos público-alvo da Educação Especial. Dessa forma, considera-se que a permanência e o prosseguimento dos estudos destes alunos dependem da reorganização do sistema educacional e de uma revisão de antigas concepções e paradigmas educacionais.
The movement of school inclusion brings many questions, especially in relation to education and still presents many challenges. In the case of children with Autistic Spectrum Disorder (ASD), these seem to be higher on their specific characteristics (difficulties in socialization and communication) and predetermined stereotypes by misconceptions of work and family that relate to them. The objective of this study was to describe the educational process of children from four years old with ASD in development contexts and learning in Early Childhood Education and Care Specialized Education (CSE) of the common school as well as in the family, trying to understand how to establish the interrelationships between different contexts. The theoretical framework was endorsed on Bioecological Perspective Human Development proposed by Urie Bronfenbrenner. The participants were three professionals of the Municipal Secretary Education (MSE), a school principal, two teachers regents, an itinerant teacher and two children and two parents, a total of eleven participants. The study is characterized as a qualitative research of descriptive nature. Two data collection procedures were performed: interview based on semi-structured scripts and observation of children with ASD with daily field. The main results showed that the MSE has updated its proposals for Early Childhood and Inclusive Education of the Municipality for the development and learning of all children enrolled. Still, the knowledge and conceptions of school staff and parents about the characteristics of children with ASD rely on the understanding Special Education student audience of common sense. Finally, on the process of education and inclusion of children with ASD, in the context of the common school, it has to be the teachers to develop in order to insert them into society, given that the inclusion should be initiated in the first stage of basic education. In contrast, parents consider for inclusion actually occur, the school must be prepared and dispose of material resources, human and architectural to meet the demand of the Special Education student audience. Thus, it is considered that the permanence and further education of these students depend on the reorganization of the educational system and a review of old concepts and educational paradigms.
The movement of school inclusion brings many questions, especially in relation to education and still presents many challenges. In the case of children with Autistic Spectrum Disorder (ASD), these seem to be higher on their specific characteristics (difficulties in socialization and communication) and predetermined stereotypes by misconceptions of work and family that relate to them. The objective of this study was to describe the educational process of children from four years old with ASD in development contexts and learning in Early Childhood Education and Care Specialized Education (CSE) of the common school as well as in the family, trying to understand how to establish the interrelationships between different contexts. The theoretical framework was endorsed on Bioecological Perspective Human Development proposed by Urie Bronfenbrenner. The participants were three professionals of the Municipal Secretary Education (MSE), a school principal, two teachers regents, an itinerant teacher and two children and two parents, a total of eleven participants. The study is characterized as a qualitative research of descriptive nature. Two data collection procedures were performed: interview based on semi-structured scripts and observation of children with ASD with daily field. The main results showed that the MSE has updated its proposals for Early Childhood and Inclusive Education of the Municipality for the development and learning of all children enrolled. Still, the knowledge and conceptions of school staff and parents about the characteristics of children with ASD rely on the understanding Special Education student audience of common sense. Finally, on the process of education and inclusion of children with ASD, in the context of the common school, it has to be the teachers to develop in order to insert them into society, given that the inclusion should be initiated in the first stage of basic education. In contrast, parents consider for inclusion actually occur, the school must be prepared and dispose of material resources, human and architectural to meet the demand of the Special Education student audience. Thus, it is considered that the permanence and further education of these students depend on the reorganization of the educational system and a review of old concepts and educational paradigms.
Descrição
Palavras-chave
Transtorno do Espectro Autista, Educação Infantil Inclusiva, Professores, Diretor, Famílias, Autism Spectrum Disorder, Inclusive Early Childhood Education, Teachers, Principal, Families