O processo de escolar de um estudante diagnosticado com transtorno do espectro autista: o estudo de um caso
Carregando...
Data
2020-11-29
Autores
domingues, Tacielle Costa
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Atualmente, o Transtorno do Espectro Autista (TEA) decorre de um diagnóstico médico que engloba diferentes condições marcadas por perturbações do desenvolvimento, a maioria relacionada à dificuldade no relacionamento social. Com o aumento desse público no contexto de classes comuns, as escolas precisam repensar suas práticas pedagógicas de modo a garantir a aprendizagem de todos os estudantes. Assim, o objetivo do estudo foi descrever e analisar como ocorreu o processo escolar de um estudante com diagnóstico de TEA. Para alcançar o objetivo geral seguiu-se os seguintes objetivos específicos: revisar a produção científica dos últimos cinco anos referente às práticas pedagógicas junto a estudantes diagnosticados com TEA; descrever e analisar as práticas pedagógicas utilizadas junto a um estudante diagnosticado com TEA e frequente em uma escola municipal no Ensino Fundamental anos iniciais; avaliar o rendimento acadêmico desse mesmo estudante no início e no fim da pesquisa e, por fim, analisar a percepção dos participantes envolvidos direta e indiretamente no processo escolarização, a saber, o estudante em questão, os 20 colegas de sala, os pais, a professora de sala de aula regular, a professora do Atendimento Educacional Especializado (AEE) e a coordenadora pedagógica atuante na escola. Para tanto, como instrumentos de coleta de dados, foram analisados o prontuário escolar do estudante e uma de suas avaliações bimestrais, bem como os registros feitos no diário de campo, com base em um roteiro de observações previamente elaborado. Também foram feitos registros de imagem, utilizada a aplicação do Teste de Desempenho Escolar (TDE) e elaborados roteiros de entrevistas semiestruturadas. A análise dos dados obtidos foi dividida em quatro eixos, em acordo com os objetivos específicos acima apresentados. Essa análise se deu a partir de uma articulação dos conhecimentos relacionados à Educação Inclusiva com contribuições possíveis da psicanálise de orientação lacaniana. O conjunto total dos dados obtidos podem colaborar como parte do arcabouço teórico psicanalítico e como fundamento para embasar a elaboração de intervenções técnicas, institucionais e mesmo clínicas no processo escolar de estudantes com diagnóstico de TEA
Currently, Autism Spectrum Disorder (ASD) stems from a medical diagnosis that encompasses different conditions marked by developmental disorders, all related to difficulty in social relationships. With the increase of this audience in the context of common classes, schools need to rethink their pedagogical practices in order to ensure the learning of all students. Thus, the aim of the study was to analyze how the school process of a student diagnosed wit h ASD occurred. To achieve the general objective, the following specific objectives were followed: to review the scientific production of the last five years regarding pedagogical practices with students diagnosed with ASD; describe and analyze the pedago gical practices used with a student diagnosed with ASD and frequent in a municipal school in elementary School early years; evaluate the academic performance of this same student at the beginning and end of the research and, finally, analyze the perception of the participants directly and indirectly involved in the schooling process, namely the student in question, the 20/21 classmates, the parents, the regular classroom teacher, the teacher of specialized educational care (AEE) and the pedagogical coordina tor working in the school. For this, as data collection instruments, the student's school records and one of his bimonthly evaluations were analyzed, as well as the records made in the field diary, based on a previously elaborated observation script. Imagi ng records were also made, the application of the School Performance Test (TDE) was used and semistructured interview scripts were elaborated. The analysis of the obtained data was divided into four axes, accordance with the specific objectives set out ab ove. This analysis was based on an articulation of knowledge related to Inclusive Education with possible contributions of lacanianoriented psychoanalysis. The total set of data obtained can collaborate as part of the psychoanalytic theoretical framework and as a basis to support the elaboration of technical, institutional and even clinical interventions in the schooling process of students diagnosed with ASD.
Currently, Autism Spectrum Disorder (ASD) stems from a medical diagnosis that encompasses different conditions marked by developmental disorders, all related to difficulty in social relationships. With the increase of this audience in the context of common classes, schools need to rethink their pedagogical practices in order to ensure the learning of all students. Thus, the aim of the study was to analyze how the school process of a student diagnosed wit h ASD occurred. To achieve the general objective, the following specific objectives were followed: to review the scientific production of the last five years regarding pedagogical practices with students diagnosed with ASD; describe and analyze the pedago gical practices used with a student diagnosed with ASD and frequent in a municipal school in elementary School early years; evaluate the academic performance of this same student at the beginning and end of the research and, finally, analyze the perception of the participants directly and indirectly involved in the schooling process, namely the student in question, the 20/21 classmates, the parents, the regular classroom teacher, the teacher of specialized educational care (AEE) and the pedagogical coordina tor working in the school. For this, as data collection instruments, the student's school records and one of his bimonthly evaluations were analyzed, as well as the records made in the field diary, based on a previously elaborated observation script. Imagi ng records were also made, the application of the School Performance Test (TDE) was used and semistructured interview scripts were elaborated. The analysis of the obtained data was divided into four axes, accordance with the specific objectives set out ab ove. This analysis was based on an articulation of knowledge related to Inclusive Education with possible contributions of lacanianoriented psychoanalysis. The total set of data obtained can collaborate as part of the psychoanalytic theoretical framework and as a basis to support the elaboration of technical, institutional and even clinical interventions in the schooling process of students diagnosed with ASD.
Descrição
Palavras-chave
Transtorno do Espectro Autista, Inclusão, Aprendizagem, Educação especial, Psicanálise, Autism Spectrum Disorder, Inclusion, Apprenticeship, Special education, Psychoanalysis