A participação do aluno com transtorno do espectro autista no processo educativo: perspectiva ontológica do ser social
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Data
2020-06-03
Autores
Silva, Marcela Scotti Marin Silva
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Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa, “A participação do aluno com Transtorno do Espectro Autista no processo educativo: perspectiva ontológica do ser social”, realizada no Curso de Mestrado do Programa de Pós-Graduação em Ensino e Processos Formativos Interunidades (UNESP), traz como ponto de partida, este questionamento: “Como utilizar a “Metodologia da Mediação Dialética M.M.D.” na aprendizagem do aluno com TEA?”, delimitando o processo educativo como objeto de estudo e a “Teoria Pedagógica da Metodologia da Mediação Dialética M.M.D.” (ARNONI, 2007, 2008, 2012, 2014, 2018, 2019), Vigotski e estudo clínicos do TEA como pressupostos teóricos básicos. Considerando a escola como locus deste estudo, por entendê-la como (re)produtora e mantenedora do modelo de organização desta sociedade cindida em classes sociais que a criou, por intermédio das legislações oficiais e de materiais didáticos, por exemplo. Depreende-se, assim, a complexidade do contexto social, político e econômico da Educação Escolar Brasileira e, principalmente, da Educação Especial, motivos geradores desta pesquisa. No contexto educacional, as legislações que direcionam a inserção do PAEE (Público Alvo da Educação Especial) na educação escolar regular, asseguram seu acesso e sua permanência na escola. E, neste aspecto, Arnoni (2018) alerta para o dever precípuo da educação escolarizada, o de centrar-se na organização, no desenvolvimento e na avaliação do processo educativo, em que se relacionam dialeticamente o professor/processo de ensino com o aluno/processo de aprendizagem, permitindo que este, o aluno, ao vivenciá-lo, elabore o conceito científico ensinado, a partir da superação de suas as ideias iniciais. E, tendo como como universo desta pesquisa a educação especial nesta sociedade, elegemos como sua questão básica “Como organizar, desenvolver e avaliar o processo educativo voltado para o aluno com TEA?”. Trata-se de uma pesquisa de cunho teórico, documental e bibliográfico, pautada em documentos oficiais que abrangem o percurso da Educação Especial no Brasil, em especial, os que oficializam a inclusão de alunos PAEE na escolaridade regular, em que, analisamos a relação dialética entre os processos de implantação e de implementação destas políticas públicas, considerando a exequibilidade da inserção do PAEE na escola regular, independentemente de sua condição biológica e socioeconômica. Realizamos a pesquisa bibliográfica em livros e artigos científicos, em especial, nos fundamentos teórico metodológicos da “Teoria Pedagógica da Metodologia da Mediação Dialética - M.M.D.”, autoria anteriormente citada, que traz a imprescindibilidade do professor organizar o planejamento processual da atividade educativa, estudando, além da referida Teoria, a) a sociedade e seu influxo na educação escolarizada; b) o conceito científico a ser ensinado; d) o quadro clínico do transtorno do espectro autista c) a natureza social da linguagem que a faz condicionar-se biologicamente pela influência de fatores sócio-econômico-político e cultural do modo de viver ser social, objetivamente (im)posto a ela. Este estudo é essencial para o professor, por lhe gerar possibilidades de utilizar a diversidade de linguagens na conquista de relações de sociabilidade com o aluno com TEA, proporcionando-lhe acolhimento no atendimento pedagógico individual, ações humanas essenciais na vivência da M.M.D., ao desenvolver processo educativo, permitindo a aprendizagem conceitual, num processo de respeito às subjetividades que nela se congregam.
This research, “The participation of the student with Autism Spectrum Disorder in the educational process: ontological perspective of the social being”, carried out in the Master's Course of the Postgraduate Program in Teaching and Interuniversity Training Processes (UNESP), brings as a starting point , this question: “How to use the“ MMD Dialectic Mediation Methodology ” in student learning with ASD? ”, delimiting the educational process as an object of study and the“ Pedagogical Theory of the Methodology of Dialectical Mediation M.M.D. ” (ARNONI, 2007, 2008, 2012, 2014, 2018, 2019), Vigotski and TEA clinical studies as basic theoretical assumptions. Considering the school as the locus of this study, for understanding it as (re) producing and maintaining the organizational model of this society divided into social classes that created it, through official legislation and teaching materials, for example. Thus, the complexity of the social, political and economic context of Brazilian School Education and, especially, of Special Education, are reasons for this research. In the educational context, the laws that direct the insertion of the PAEE (Target Audience of Special Education) in regular school education, ensure their access and their permanence in school. And, in this aspect, Arnoni (2018) warns of the primary duty of schooled education, that of focusing on the organization, development and evaluation of the educational process, in which the teacher / teaching process is dialectically related to the student / learning process, allowing this, the student, when experiencing it, to elaborate the scientific concept taught, from the overcoming of his initial ideas. And, having the special education in this society as the universe of this research, we chose as its basic question “How to organize, develop and evaluate the educational process aimed at students with ASD?”. It is a theoretical, documentary and bibliographic research, based on official documents that cover the path of Special Education in Brazil, especially those that make the inclusion of PAEE students in regular schooling official, in which, we analyze the dialectical relationship between the processes of implantation and implementation of these public policies, considering the feasibility of inserting the PAEE in regular schools, regardless of their biological and socioeconomic condition. We carry out bibliographic research in books and scientific articles, especially on the theoretical and methodological foundations of the “Pedagogical Theory of Dialectic Mediation Methodology - MMD”, authorship previously mentioned, which brings the indispensability of the teacher to organize the procedural planning of the educational activity, studying , in addition to that Theory, a) society and its influence on school education; b) the scientific concept to be taught; d) the clinical picture of autism spectrum disorder c) the social nature of language that makes it biologically conditioned by the influence of socio-economic-political and cultural factors on the way of living being social, objectively (im) placed on it. This study is essential for the teacher, as it generates possibilities to use the diversity of languages in the achievement of sociability relations with the student with ASD, providing him / her with individual pedagogical assistance, essential human actions in the experience of MMD, when developing a process educational, allowing conceptual learning, in a process of respect for the subjectivities that come together.
This research, “The participation of the student with Autism Spectrum Disorder in the educational process: ontological perspective of the social being”, carried out in the Master's Course of the Postgraduate Program in Teaching and Interuniversity Training Processes (UNESP), brings as a starting point , this question: “How to use the“ MMD Dialectic Mediation Methodology ” in student learning with ASD? ”, delimiting the educational process as an object of study and the“ Pedagogical Theory of the Methodology of Dialectical Mediation M.M.D. ” (ARNONI, 2007, 2008, 2012, 2014, 2018, 2019), Vigotski and TEA clinical studies as basic theoretical assumptions. Considering the school as the locus of this study, for understanding it as (re) producing and maintaining the organizational model of this society divided into social classes that created it, through official legislation and teaching materials, for example. Thus, the complexity of the social, political and economic context of Brazilian School Education and, especially, of Special Education, are reasons for this research. In the educational context, the laws that direct the insertion of the PAEE (Target Audience of Special Education) in regular school education, ensure their access and their permanence in school. And, in this aspect, Arnoni (2018) warns of the primary duty of schooled education, that of focusing on the organization, development and evaluation of the educational process, in which the teacher / teaching process is dialectically related to the student / learning process, allowing this, the student, when experiencing it, to elaborate the scientific concept taught, from the overcoming of his initial ideas. And, having the special education in this society as the universe of this research, we chose as its basic question “How to organize, develop and evaluate the educational process aimed at students with ASD?”. It is a theoretical, documentary and bibliographic research, based on official documents that cover the path of Special Education in Brazil, especially those that make the inclusion of PAEE students in regular schooling official, in which, we analyze the dialectical relationship between the processes of implantation and implementation of these public policies, considering the feasibility of inserting the PAEE in regular schools, regardless of their biological and socioeconomic condition. We carry out bibliographic research in books and scientific articles, especially on the theoretical and methodological foundations of the “Pedagogical Theory of Dialectic Mediation Methodology - MMD”, authorship previously mentioned, which brings the indispensability of the teacher to organize the procedural planning of the educational activity, studying , in addition to that Theory, a) society and its influence on school education; b) the scientific concept to be taught; d) the clinical picture of autism spectrum disorder c) the social nature of language that makes it biologically conditioned by the influence of socio-economic-political and cultural factors on the way of living being social, objectively (im) placed on it. This study is essential for the teacher, as it generates possibilities to use the diversity of languages in the achievement of sociability relations with the student with ASD, providing him / her with individual pedagogical assistance, essential human actions in the experience of MMD, when developing a process educational, allowing conceptual learning, in a process of respect for the subjectivities that come together.
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Palavras-chave
Políticas Inclusivas, TEA, Processo Educativo, Metodologia da Mediação Dialética M.M.D., Inclusive Policies, Educational Process, Dialectic Mediation Methodology M.M.D.