Estudantes com autismo em escolas democráticas: práticas pedagógicas
Carregando...
Arquivos
Data
2019-11-14
Autores
Heradão, Julia Gomes [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
A presente tese tem por objetivo investigar o processo de inclusão de estudantes com autismo em escolas democráticas, norteado pela seguinte questão de pesquisa: Como são as práticas pedagógicas no processo de inclusão dos estudantes com autismo em escolas democráticas? A pesquisa qualitativa de caráter estudo de caso utilizou como instrumentos de coleta de dados a observação participante, a análise documental, entrevistas abertas e semiestruturadas e fotografias. O referencial teórico adotado foi a perspectiva histórico-cultural do desenvolvimento humano de Vigotski. A pesquisa foi desenvolvida em duas escolas democráticas: EMEF Amorim Lima em São Paulo e Maria Peregrina em São José do Rio Preto interior do estado de São Paulo. O tempo de permanência no campo foi de duas semanas em casa escola, totalizando vinte dias. Participaram da pesquisa: três estudantes com autismo e onze pessoas da equipe escolar dentre eles: cinco professores, dois professores do atendimento pedagógico especializado, uma estagiária, uma auxiliar de vida escolar, uma coordenadora e uma diretora. Durante e principalmente após a coleta de dados o material foi organizado da seguinte forma: primeiro foi feito a digitação das observações registradas no caderno de campo, as entrevistas foram contextualizadas e transcritas, as fotografias foram organizadas por data e hora, assim como os documentos: quadro de horário das atividades escolares dos estudantes, roteiros de estudos e planejamento do atendimento educacional especializado. Estes materiais depois de organizados foram intercruzados no sentido de resultar na descrição de quatro cenas que retratam a prática pedagógica vivenciada com mais frequência, por cada um dos três estudantes participantes. Como resultado temos a indicação pela escola de estudantes com autismo como aqueles que demandam maior desafio no processo de inclusão. A sistematização das práticas pedagógicas possibilitou a elaboração de treze cenas, elas indicam que mesmo em escolas democráticas as práticas pedagógicas aproximam-se daquelas vivenciadas em escolas tradicionais. A análise demonstrou que as práticas pedagógicas sofrem com as indeterminações teóricas e lacunas na construção e consolidação do conhecimento sobre a prática pedagógica no sentido de práxis e seus determinantes.
This thesis aims to investigate the process of inclusion of students with autism in democratic schools, guided by the following research question: How are pedagogical practices in the process of inclusion of students with autism in democratic schools? The qualitative case study used as data collection instruments participant observation, document analysis, open and semi-structured interviews and photographs. The theoretical framework adopted was Vigotski's historical-cultural perspective of human development. The research was conducted in two democratic schools: EMEF Amorim Lima in Sao Paulo and Maria Peregrina in Sao Jose do Rio Preto in the state of Sao Paulo. The time spent in the field was two weeks at home school, totaling twenty days. Three students with autism and eleven people from the school team participated in the research, among them: five teachers, two teachers of specialized pedagogical attendance, one intern, one school life assistant, one coordinator and one principal. During and especially after data collection, the material was organized as follows: first the observations entered in the field notebook were typed, the interviews were contextualized and transcribed, the photographs were organized by date and time, as well as the documents: timetable of students' school activities, study itineraries and planning of specialized educational attendance. These materials, once organized, were intersected in order to result in the description of four scenes that portray the pedagogical practice most frequently experienced by each of the three participating students. As a result we have the school's nomination of students with autism as those who demand the greatest challenge in the inclusion process. The systematization of pedagogical practices made possible the elaboration of thirteen scenes, they indicate that even in democratic schools the pedagogical practices are close to those experienced in traditional schools. The analysis showed that pedagogical practices suffer from theoretical indeterminations and gaps in the construction and consolidation of knowledge about pedagogical practice in the sense of praxis and its determinants.
This thesis aims to investigate the process of inclusion of students with autism in democratic schools, guided by the following research question: How are pedagogical practices in the process of inclusion of students with autism in democratic schools? The qualitative case study used as data collection instruments participant observation, document analysis, open and semi-structured interviews and photographs. The theoretical framework adopted was Vigotski's historical-cultural perspective of human development. The research was conducted in two democratic schools: EMEF Amorim Lima in Sao Paulo and Maria Peregrina in Sao Jose do Rio Preto in the state of Sao Paulo. The time spent in the field was two weeks at home school, totaling twenty days. Three students with autism and eleven people from the school team participated in the research, among them: five teachers, two teachers of specialized pedagogical attendance, one intern, one school life assistant, one coordinator and one principal. During and especially after data collection, the material was organized as follows: first the observations entered in the field notebook were typed, the interviews were contextualized and transcribed, the photographs were organized by date and time, as well as the documents: timetable of students' school activities, study itineraries and planning of specialized educational attendance. These materials, once organized, were intersected in order to result in the description of four scenes that portray the pedagogical practice most frequently experienced by each of the three participating students. As a result we have the school's nomination of students with autism as those who demand the greatest challenge in the inclusion process. The systematization of pedagogical practices made possible the elaboration of thirteen scenes, they indicate that even in democratic schools the pedagogical practices are close to those experienced in traditional schools. The analysis showed that pedagogical practices suffer from theoretical indeterminations and gaps in the construction and consolidation of knowledge about pedagogical practice in the sense of praxis and its determinants.
Descrição
Palavras-chave
Autismo, Escolas democráticas, Práticas pedagógica, Inclusão escolar, Autism, Democratic schools, Pedagogical practices, School inclusion