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dc.contributor.advisorBertolli Filho, Cláudio [UNESP]
dc.contributor.authorSilva, Viviana Freitas da [UNESP]
dc.date.accessioned2016-05-31T18:16:32Z
dc.date.available2016-05-31T18:16:32Z
dc.date.issued2016-02-22
dc.identifier.urihttp://hdl.handle.net/11449/138918
dc.description.abstractO processo de inclusão escolar tem se configurado como um tema importante e amplamente discutido nos últimos anos. Por meio de leis ampliou-se as possibilidades de educação escolar no ensino regular também para crianças diagnosticadas com Autismo. Diante da necessidade de incluir, ensinar conteúdos escolares e promover a aprendizagem de alunos diagnosticados com Transtorno do Espectro Autista no Ensino Fundamental I de escolas públicas regulares, definiu-se a seguinte questão de pesquisa: Quais são as percepções dos Professores Titulares, Auxiliares e Itinerantes sobre alunos com autismo em salas de aula regulares, sobre o Ensino de Ciências e a importância dada à Alfabetização Científica durante o processo de ensino para este público? Foi desenvolvida uma pesquisa qualitativa e exploratória buscando delinear tais percepções dos professores, desvelar o fenômeno e apreender o significado desta realidade. Foram utilizados questionários com professores envolvidos no processo de inclusão de alunos com autismo regularmente matriculados e observação minuciosa da realidade com o Registro de um Diário de Campo. A pesquisa foi concebida em escolas municipais de uma cidade do interior de São Paulo. Devido à escassez de dados bibliográficos que contemplassem essa realidade foi necessário primeiramente refletir sobre o Ensino de Ciências, os Parâmetros Curriculares Nacionais e a Alfabetização Científica; além de um aprofundamento quanto aos conhecimentos sobre o Autismo e a pessoa autista; a elaboração de um histórico dos posicionamentos teóricos sobre o tema e a caracterização do Autismo, verificando e organizando informações no Brasil. Como fundamentação teórica e base para análise de dados nos filiamos à Fenomenologia. Os resultados obtidos apontam uma grande lacuna entre incluir e ensinar, desvelando uma séria realidade que envolve a insuficiência de conhecimentos sobre o Autismo, a pessoa autista e as possibilidades que o Ensino de Ciências e a Alfabetização Científica podem proporcionar para que o ensino seja mais significativo.pt
dc.description.abstractThe school inclusion process has been set up as an important issue and widely discussed in recent years. Through laws expanded the possibilities of education in mainstream education also for children diagnosed with Autism. Faced with the need to include teaching school subjects and promote the learning of students diagnosed with Autism Spectrum Disorder in elementary school regular public schools, it defined the following research question: What are the perceptions of Holders Teachers, assistants and Itinerant on students with autism in regular classrooms on the teaching of Science and the importance given to Scientific Literacy during the teaching process for this audience? A qualitative and exploratory research was developed aiming to outline such perceptions of teachers, unveil the phenomenon and grasp the meaning of this reality. Questionnaires were used with teachers involved in the inclusion of students with autism enrolled process and thorough observation of reality with the registration of a Field Journal. The survey was designed in municipal schools in a city in the interior of São Paulo. Due to the scarcity of bibliographic data that addressed this reality was first necessary to reflect on the Teaching of Science, the National Curriculum Standards and the Scientific Literacy; as well as a detailed assessment of the knowledge about autism and autistic person; the preparation of a history of theoretical positions on the theme and characterization of Autism, verifying and organizing information in Brazil. As theoretical foundation and basis for data analysis we join the Phenomenology. The results show a large gap between include and teach, unveiling a serious reality that involves lack of knowledge about autism, the autistic person and the possibilities that science education and scientific literacy can provide for that teaching is more meaningful. The school inclusion process has been set up as an important issue and widely discussed in recent years. Through laws expanded the possibilities of education in mainstream education also for children diagnosed with Autism. Faced with the need to include teaching school subjects and promote the learning of students diagnosed with Autism Spectrum Disorder in elementary school regular public schools, it defined the following research question: What are the perceptions of Holders Teachers, assistants and Itinerant on students with autism in regular classrooms on the teaching of Science and the importance given to Scientific Literacy during the teaching process for this audience? A qualitative and exploratory research was developed aiming to outline such perceptions of teachers, unveil the phenomenon and grasp the meaning of this reality. Questionnaires were used with teachers involved in the inclusion of students with autism enrolled process and thorough observation of reality with the registration of a Field Journal. The survey was designed in municipal schools in a city in the interior of São Paulo. Due to the scarcity of bibliographic data that addressed this reality was first necessary to reflect on the Teaching of Science, the National Curriculum Standards and the Scientific Literacy; as well as a detailed assessment of the knowledge about autism and autistic person; the preparation of a history of theoretical positions on the theme and characterization of Autism, verifying and organizing information in Brazil. As theoretical foundation and basis for data analysis we join the Phenomenology. The results show a large gap between include and teach, unveiling a serious reality that involves lack of knowledge about autism, the autistic person and the possibilities that science education and scientific literacy can provide for that teaching is more meaningful.en
dc.description.sponsorshipCoordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
dc.language.isopor
dc.publisherUniversidade Estadual Paulista (UNESP)
dc.subjectAutismopt
dc.subjectEnsino de Ciênciaspt
dc.subjectAlfabetização científicapt
dc.subjectFenomenologiapt
dc.subjectAutismen
dc.subjectScience teachingen
dc.subjectScientific literacyen
dc.subjectPhenomenologyen
dc.titleA presença de alunos autistas em salas regulares, a aprendizagem de ciências e a alfabetização científica: percepções de professores a partir de uma pesquisa fenomenológicapt
dc.title.alternativeStudents with autism in the presence of regular classrooms, a science learning and literacy scientific: teacher insights from a search phenomenologicalen
dc.typeDissertação de mestrado
dc.contributor.institutionUniversidade Estadual Paulista (UNESP)
dc.rights.accessRightsAcesso aberto
dc.description.sponsorshipIdCAPES: CAA/CTC/87
unesp.graduateProgramEducação para a Ciência - FCpt
unesp.knowledgeAreaEnsino de ciênciaspt
unesp.researchAreaFundamentos e modelos psico-pedagógicos no Ensino de Ciências e Matemáticapt
unesp.campusUniversidade Estadual Paulista (UNESP), Faculdade de Ciências, Baurupt
unesp.embargoOnlinept
dc.identifier.aleph000872656
dc.identifier.capes33004056079P0
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