Percepção do suporte social e trajetória acadêmica de estudantes com transtornos do espectro autista em uma universidade pública
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Data
2017-10-10
Autores
Olivati, Ana Gabriela
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa objetivou descrever e analisar como estudantes com Transtornos do Espectro Autista (TEA) percebem sua trajetória acadêmica, no contexto universitário. Participaram da investigação seis estudantes de uma universidade pública do Estado de São Paulo, que se autodeclararam com Transtornos do Espectro Autista no ato da rematrícula no sistema eletrônico de graduação da instituição. Para a coleta de dados, foi utilizada a Escala de Percepção do Suporte Social – EPSS, a Escala de Avaliação de Traços Autísticos - ATA e um roteiro norteador de entrevista. Os dados extraídos com a aplicação do roteiro de entrevista foram analisados qualitativamente, de acordo com o procedimento de núcleo de significação, descrito por Aguiar e Ozella (2006). Os dados obtidos por meio da correção da “Escala de percepção do suporte social” e da “Escala de Traços Autísticos” foram analisados quantitativamente. A média dos escores obtidos com a EPSS foi de 2,1 para o suporte prático e 1,9 para o suporte emocional. Os núcleos de significação encontrados por meio da análise das entrevistas foram: 1) Trajetória escolar básica de estudantes com TEA: experiências educacionais e dificuldades enfrentadas; 2) Trajetória Universitária de estudantes com TEA: vivências e fatores influenciadores; e 3) Significado e sentido da trajetória universitária de estudantes com TEA. Foi possível averiguar falta de percepção do suporte social, durante a graduação. Os participantes do estudo relataram principalmente aspectos referentes ao bullying, despreparo de profissionais e complicadores relacionados à condição do TEA. Além disso, foram ressaltadas dificuldades com métodos de ensino e avaliação propostos durante a graduação. Por fim, embora tenham sido observadas soluções pontuais diante das demandas dos participantes, foi possível averiguar que a universidade pública - foco do estudo - ainda tem muito a fazer, para que as prescrições normativas contidas na Lei Brasileira de Inclusão, recentemente promulgada, possam ser efetivadas em solo acadêmico.
This study aimed to describe and analyze how students with Autistic Spectrum Disorders (ASD) perceive their academic trajectory in the university context. Six students from a public university in the State of Sao Paulo participated, who declared themselves to have Autism Spectrum Disorders at the time of re-enrollment in the institution's electronic system of graduation. The Social Support Perception Scale (SSPS), the Scale of Autistic Traits (SAT) and a guideline interview were used to collect data. Data extracted with the application of the guideline interview was analyzed qualitatively, according to the core meaning procedure, described by Aguiar and Ozella (2006). Data obtained through the correction of the "Social Support Perception Scale" and the "Scale of Autistic Traits" were analyzed quantitatively. The mean scores obtained with SSPS were 2.1 for practical support and 1.9 for emotional support. The nuclei of significance found through the analysis of the interviews were: 1) Basic school trajectory of students with ASD: educational experiences and difficulties faced by the students; 2) University trajectory of students with ASD: experiences and influencing factors; and 3) Meaning and sense of the university trajectory of students with ASD. It was possible to verify the lack of perception of social support during graduation. The study participants reported mainly aspects related to bullying; unprepared professionals and complications related to the condition of ASD. In addition, difficulties were highlighted regarding teaching and assessment methods proposed during graduation. Finally, although specific solutions were observed in response to the demands of the participants, it was possible to verify that the public university - the focus of the study - still has a lot to do so that the normative prescriptions contained in the recently enacted Brazilian Inclusion Law can be implemented in academic environment.
This study aimed to describe and analyze how students with Autistic Spectrum Disorders (ASD) perceive their academic trajectory in the university context. Six students from a public university in the State of Sao Paulo participated, who declared themselves to have Autism Spectrum Disorders at the time of re-enrollment in the institution's electronic system of graduation. The Social Support Perception Scale (SSPS), the Scale of Autistic Traits (SAT) and a guideline interview were used to collect data. Data extracted with the application of the guideline interview was analyzed qualitatively, according to the core meaning procedure, described by Aguiar and Ozella (2006). Data obtained through the correction of the "Social Support Perception Scale" and the "Scale of Autistic Traits" were analyzed quantitatively. The mean scores obtained with SSPS were 2.1 for practical support and 1.9 for emotional support. The nuclei of significance found through the analysis of the interviews were: 1) Basic school trajectory of students with ASD: educational experiences and difficulties faced by the students; 2) University trajectory of students with ASD: experiences and influencing factors; and 3) Meaning and sense of the university trajectory of students with ASD. It was possible to verify the lack of perception of social support during graduation. The study participants reported mainly aspects related to bullying; unprepared professionals and complications related to the condition of ASD. In addition, difficulties were highlighted regarding teaching and assessment methods proposed during graduation. Finally, although specific solutions were observed in response to the demands of the participants, it was possible to verify that the public university - the focus of the study - still has a lot to do so that the normative prescriptions contained in the recently enacted Brazilian Inclusion Law can be implemented in academic environment.
Descrição
Palavras-chave
Transtorno do espectro autista, Desenvolvimento atípico, Suporte social, Barreiras atitudinais, Inclusão educacional, Ensino superior, Autism spectrum disorder, Atypical development, Social support, Attitudinal barriers, Educational inclusion, Higher education