Trajetória educacional de um aluno com transtorno do espectro autista pelo prisma da mãe: antes e após o diagnóstico
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Data
2022-04-14
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Universidade Federal de Goiás
Resumo
This study aimed to understand, through the prism of the mother and the analysis of reports,
how the educational trajectory of a student with autism who currently attends the 7th year of
Elementary School has been taking, before and after the arrival of the diagnosis. In order to
achieve this objective, a qualitative approach was developed, with a research plan based on the
perspective of a classic case study. As an instrument for data collection, the analysis of
documents relating to the student and semi-structured interviews were used, developed with a
mother of a student with autism. The data obtained were analyzed in the light of the
presuppositions of the socio-historical perspective of Vygotsky and some collaborators,
understanding that the human being needs to be understood from the interactions with his
peers. As a result, it is highlighted that the subject with autism, from the mother's reports, had
their activities restricted and not adapted at school before the arrival of their diagnosis and that,
after the arrival of the diagnosis, the school began to have a look more sensitive to the student
regarding the adaptation of practices and activities, however, his schooling process began to
occur in a special class, along with other children who had specific educational needs. Regarding
this aspect, we emphasize that, inspired by Vygotsky, the segregation of people with disabilities
cannot generate good results, since the segregated context does not reflect the totality of social
relations and does not form students for diversity and autonomy in society. Finally, we emphasize
that the processes of initial and continuing education of educators need to contemplate tangible
aspects to the inclusion of people with disabilities, global development disorders and high
abilities/giftedness in ordinary schools so that education professionals know how to adapt their
practices to the specificities of the students and recognize/advocate that the place where the
target public student of special education should be is in the common school, experiencing and
experiencing reciprocal, alteritarian and dialogic social interactions.
Descrição
Palavras-chave
Autismo, Educação inclusiva, Barreiras atitudinais, Perspectiva histórico-cultural, Mães de pessoas com deficiência, Autism, Inclusive education, Attitudinal barriers, Historical-cultural perspective, Mothers of people with disabilities
Citação
CORREIA, Letícia Ázara. Trajetória educacional de um aluno com
transtorno do espectro autista pelo prisma da mãe: antes e após o
diagnóstico. 2022. 48 f. Trabalho de Conclusão de Curso
(Graduação) - Faculdade de Educação, Universidade Federal de
Goiás, Goiânia, 2022.