Autismo e inclusão escolar: reflexões a partir da perspectiva docente
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Data
0023-12-15
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Universidade Estadual Paulista (Unesp)
Resumo
O trabalho está vinculado à linha de "Processos Formativos, Ensino e Aprendizagem", pertencente ao Programa de Pós-Graduação em Educação da Universidade Estadual Paulista (UNESP), Campus de Presidente Prudente/SP. A díade de comportamento, linguagem apresentada por estudantes com Transtorno do Espectro Autista (TEA), são desafios permanentes na busca pela Educação Inclusiva, principalmente quando se trata da presença de estudantes no ensino regular. Envolve desde o modo de como interagir com esses estudantes até mesmo questões de adaptação ou elaboração de materiais com a pretensão de equiparar oportunidades diante das necessidades e interesses destas pessoas, dentre outros aspectos. Deste modo, tivemos por objetivo discutir a realidade do processo de inclusão escolar de um estudante com TEA em sala regular, a partir da perspectiva dos professores deste estudante em uma escola pública da rede regular de ensino de um município do interior do estado de São Paulo. Deste modo, realizamos a aplicação de um questionário com perguntas abertas delineando o processo de análise dos dados produzidos a partir da categorização das respostas obtidas, por meio de similaridade. Como resultados obtivemos que
os professores defendem a inclusão, mas que muitos ainda não se sentem preparados para lidar na prática, seja por questões de falta de experiências ou não saber lidar com as diferenças, principalmente se tratando do TEA, onde há a pluralidade dentro do próprio transtorno. Porém, mesmo com as dúvidas e dificuldades, conseguiram descrever possíveis caminhos a serem percorridos,
como a formação continuada, o vínculo entre escola e família, o trabalho em conjunto com os professores especializados, a adaptação curricular e principalmente a compreensão de que a inclusão escolar envolve inúmeros fatores. Concluímos que ao reconhecer diferentes aspectos que se relacionam com o processo de inclusão escolar, a partir das respostas dos professores, as
principais contribuições foram: a reflexão sobre a auto percepção que cada um tem sobre a inclusão e como ela emana de formas diferentes em cada profissional, o reconhecimento das limitações ao atuar junto a um estudante com autismo e o apontamento de possíveis ações para contribuir com o desenvolvimento de estratégias pedagógicas corroborando para práticas mais inclusivas que atendam as singularidades do estudante.
The work is linked to the "Formative Processes, Teaching, and Learning" line, belonging to the Graduate Program in Education at São Paulo State University (UNESP), Presidente Prudente/SP Campus. The dyad of behavior and language presented by students with Autism Spectrum Disorder (ASD) constitutes ongoing challenges in the pursuit of Inclusive Education, particularly when it comes to the presence of students in regular education. It encompasses everything from how to interact with these students to issues of adapting or creating materials with the intention of equalizing opportunities in the face of their needs and interests, among other aspects. Thus, our goal was to discuss the reality of the school inclusion process for a student with Autism Spectrum Disorder (ASD) in a regular classroom, from the perspective of the teachers of this student in a public school within the regular education system of a municipality in the interior of the state of São Paulo. We conducted the application of a questionnaire with open-ended questions outlining the data analysis process based on the categorization of the responses obtained through similarity. As a result, we found that the teachers support inclusion, but many still do not feel prepared to deal with it in practice, either due to a lack of experience or not knowing how to handle differences, especially when it comes to ASD, where there is diversity within the disorder itself. However, even with doubts and difficulties, they were able to describe possible paths to be taken, such as continuing education, the connection between school and family, collaboration with specialized teachers, curricular adaptation, and especially the understanding that school inclusion involves numerous factors. We conclude that by recognizing different aspects related to the school inclusion process, based on the teachers' responses, the main contributions were: reflection on the self-perception that each one has about inclusion and how it emanates in different ways in each professional, recognition of limitations when working with a student with autism, and pointing out possible actions to contribute to the development of pedagogical strategies, supporting more inclusive practices that address the singularities of the student.
The work is linked to the "Formative Processes, Teaching, and Learning" line, belonging to the Graduate Program in Education at São Paulo State University (UNESP), Presidente Prudente/SP Campus. The dyad of behavior and language presented by students with Autism Spectrum Disorder (ASD) constitutes ongoing challenges in the pursuit of Inclusive Education, particularly when it comes to the presence of students in regular education. It encompasses everything from how to interact with these students to issues of adapting or creating materials with the intention of equalizing opportunities in the face of their needs and interests, among other aspects. Thus, our goal was to discuss the reality of the school inclusion process for a student with Autism Spectrum Disorder (ASD) in a regular classroom, from the perspective of the teachers of this student in a public school within the regular education system of a municipality in the interior of the state of São Paulo. We conducted the application of a questionnaire with open-ended questions outlining the data analysis process based on the categorization of the responses obtained through similarity. As a result, we found that the teachers support inclusion, but many still do not feel prepared to deal with it in practice, either due to a lack of experience or not knowing how to handle differences, especially when it comes to ASD, where there is diversity within the disorder itself. However, even with doubts and difficulties, they were able to describe possible paths to be taken, such as continuing education, the connection between school and family, collaboration with specialized teachers, curricular adaptation, and especially the understanding that school inclusion involves numerous factors. We conclude that by recognizing different aspects related to the school inclusion process, based on the teachers' responses, the main contributions were: reflection on the self-perception that each one has about inclusion and how it emanates in different ways in each professional, recognition of limitations when working with a student with autism, and pointing out possible actions to contribute to the development of pedagogical strategies, supporting more inclusive practices that address the singularities of the student.
Descrição
Palavras-chave
Transtorno do espectro autista, Inclusão escolar, Perspectiva docente, Autistic spectrum disorder, School inclusion, Teaching perspective
Como citar
SILVA, Aline Aparecida Alcântara. Autismo e inclusão escolar: reflexões a partir da perspectiva docente. Orientador: Klaus Schlunzen Junior. 2024. 65 f. Dissertação (Mestrado em Educaçãp) - Faculdade de Ciências e Tecnologia, Universidade Estadual Paulista, Presidente Prudente, 2023.