O acompanhamento individual de uma criança autista em seu processo de escolarização
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2021-11-26
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Universidade Federal de Goiás
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This study is the result of a research carried out in the Professional Master's Degree in Teaching in
Basic Education – Postgraduate Program in Teaching in Basic Education, at the Center for
Teaching and Research Applied to Education, at the Federal University of Goiás. The research
aims to discuss the importance of the child with Autistic Spectrum Disorder (ASD) being inserted
in the schooling process in the inclusive modality. This theme instigated me when I worked as a
support teacher for an autistic child. At the time, I asked myself about the advantage of autistic
children attending regular schools. In this research, I defend the argument that school inclusion can
be important for autistic children due to the symbolic value that the school represents to the social
group. However, in certain cases, individualized monitoring, even in the same school environment,
can contribute to the maintenance of the autistic child in a regular classroom. In the context of
qualitative research, a case study is developed with a ten-year-old student diagnosed with ASD,
who was in the 4th year of elementary school in 2019, at the Center for Teaching and Research
Applied to Education (CEPAE) of the Federal University of Goiás (UFG). To theoretically support
the discussions carried out, we used, mainly, the work of Maria Teresa Egler Mantoan (2015) and,
mainly, the work of Maria Cristina Kupfer (2013) who deals with the topic from a psychoanalytic
perspective, in addition to the laws governing inclusion school (1996, 2008, 2010, 2012). As an
educational product, didactic sequences were developed to be worked individually with an autistic
child. The experience gained by working with the didactic sequences, led us to realize the
importance of the ASD child to attend school to (re)constitute the social bond and to recognize
themselves as a subject of the culture in which they are inserted.
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MORAIS, R. M. R. O acompanhamento individual de uma criança autista em seu processo de escolarização. 2022. 95 f. Dissertação (Mestrado em Ensino na Educação Básica) - Universidade Federal de Goiás, Goiânia, 2021.