A importância da rotina escolar para estudantes com transtorno do espectro autista no ensino fundamental
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Data
2023-04-27
Autores
Coutinho, Danielle Binda
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta dissertação foi desenvolvida no âmbito do Programa de Pós-Graduação em Educação Inclusiva PROFEI na Universidade Estadual Paulista Unesp – Presidente Prudente. O tema deste trabalho aborda a importância da rotina escolar para estudantes com Transtorno do Espectro Autista no ensino fundamental, especialmente em sua primeira etapa. Este tema remete as minhas reflexões como professora regente e professora de educação especial e, em particular, as experiências com meu único filho de 19 anos com autismo, diante dos desafios encontrados no período da COVID-19, que exigiu uma reestruturação do trabalho docente e das rotinas para a organização das atividades. Diante do presente contexto, o objetivo geral deste trabalho consistiu em investigar a importância da rotina para estudantes com TEA no ensino fundamental, de maneira a contribuir com os professores nesta ocasião. Para tanto, foram definidos como objetivos específicos: 1- compreender as características gerais do TEA; 2- Identificar os impactos que a rotina pode ter à vida escolar desses estudantes e 3- Apresentar sugestões que orientem a organização de rotinas escolares pelos professores. A metodologia utilizada neste estudo qualitativo perpassou a pesquisa bibliográfica e exploratória, baseando-se não somente em políticas públicas de inclusão, como também em pesquisadores que discutem a relevância da rotina para os estudantes com TEA. Os resultados obtidos permitiram perceber que a rotina faz parte da ação pedagógica no sentido de organizar e garantir a realização de atividades importantes ao desenvolvimento dos estudantes e, também, como forma de oferecer segurança emocional ao antecipar a estes as atividades, minimizando tensões e desconfortos. Do ponto de vista cognitivo, foi possível identificar que a rotina auxilia no estímulo de habilidades, como a interação e organização - prejudicadas em decorrência de alterações nas funções executivas - e também na atenção e concentração, trazendo melhores condições para o aprendizado, independência e autonomia. O produto elaborado a partir desta pesquisa apresenta esses resultados em forma de sugestões de trabalho aos professores.
This dissertation was developed within the scope of the Graduate Program in Inclusive Education PROFEI at Universidade Estadual Paulista Unesp – Presidente Prudente. The theme of this work addresses the importance of the school routine for students with Autistic Spectrum Disorder in elementary school, especially in its first stage. This theme brings back my reflections as a regent teacher and special education teacher and, in particular, the experiences with my only 19-year-old son with autism, in the face of the challenges encountered in the period of COVID-19, which required a restructuring of teaching work and routines for organizing activities. Given the present context, the general objective of this work was to investigate the importance of routine for students with ASD in elementary school, in order to contribute to teachers on this occasion. For this purpose, the following specific objectives were defined: 1- understand the general characteristics of ASD; 2- Identify the impacts that the routine can have on the school life of these students and 3- Present suggestions that guide the organization of school routines by teachers. The methodology used in this qualitative study permeated bibliographical and exploratory research, based not only on public inclusion policies, but also on researchers who discuss the relevance of routine for students with ASD. The results obtained allowed us to perceive that the routine is part of the pedagogical action in the sense of organizing and guaranteeing the performance of activities that are important to the development of the students and, also, as a way of offering emotional security by anticipating these activities, minimizing tensions and discomforts. From a cognitive point of view, it was possible to identify that the routine helps to stimulate skills, such as interaction and organization - impaired due to changes in executive functions - and also in attention and concentration, bringing better conditions for learning, independence and autonomy . The product elaborated from this research presents these results in the form of work suggestions for teachers.
This dissertation was developed within the scope of the Graduate Program in Inclusive Education PROFEI at Universidade Estadual Paulista Unesp – Presidente Prudente. The theme of this work addresses the importance of the school routine for students with Autistic Spectrum Disorder in elementary school, especially in its first stage. This theme brings back my reflections as a regent teacher and special education teacher and, in particular, the experiences with my only 19-year-old son with autism, in the face of the challenges encountered in the period of COVID-19, which required a restructuring of teaching work and routines for organizing activities. Given the present context, the general objective of this work was to investigate the importance of routine for students with ASD in elementary school, in order to contribute to teachers on this occasion. For this purpose, the following specific objectives were defined: 1- understand the general characteristics of ASD; 2- Identify the impacts that the routine can have on the school life of these students and 3- Present suggestions that guide the organization of school routines by teachers. The methodology used in this qualitative study permeated bibliographical and exploratory research, based not only on public inclusion policies, but also on researchers who discuss the relevance of routine for students with ASD. The results obtained allowed us to perceive that the routine is part of the pedagogical action in the sense of organizing and guaranteeing the performance of activities that are important to the development of the students and, also, as a way of offering emotional security by anticipating these activities, minimizing tensions and discomforts. From a cognitive point of view, it was possible to identify that the routine helps to stimulate skills, such as interaction and organization - impaired due to changes in executive functions - and also in attention and concentration, bringing better conditions for learning, independence and autonomy . The product elaborated from this research presents these results in the form of work suggestions for teachers.
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Palavras-chave
Rotina escolar, Transtorno do espectro autista, Educação inclusiva, School routine, Autistic spectrum disorder, Inclusive education