Crianças com transtorno do espectro autista na escola comum: inclusão, práticas pedagógicas e relações sócio-estruturais
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Data
2022-04-13
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Universidade Federal de Goiás
Resumo
This research aims to understand, through a qualitative bibliographic research, the processes
of school inclusion of children with Autism Spectrum Disorder (ASD) in regular schools.
Based on the theoretical assumptions of Vygotsky and his collaborators, the objective was to
analyze five studies that were developed with children with autism and their peers, in the
context of regular schools. The categories of analysis included: the emergence of the first
studies on Autism Spectrum Disorder and the challenges encountered by them throughout
history, up to the process of inclusion in the school space; the understanding of sociostructural relationships as potentiators of the development of children with ASD; the process
of knowing pedagogical practices that facilitate the process of inclusion of children with
autism in the context of Early Childhood Education. As a result, we highlight the need for
(re)invention of pedagogical practices based on the individuality of students with autism and
the relevance of pedagogical mediation to enhance dialogic and alteritarian relationships
between children with autism and their peers, in order to mitigate the attitudinal barriers. In
addition, it is emphasized that processes of initial, continuous and continued formation of
educators must be oriented towards special education in the perspective of inclusive
education, through the prism of the triad to know, plan and include, understanding that we
need to: know the specificities of autism, as also the microgenetic aspects of the development
of individuals; plan inclusive actions based on the students' individualities; include all
students regardless of their organic characteristics and deficits contained in medical reports,
but based on the potential that students demonstrate in teaching and learning situations and in
interaction with other subjects in the process.
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Palavras-chave
Educação inclusiva, Transtorno do espectro autista, Educação infantil, Práticas pedagógicas, Education inclusion, Autism spectrum disorder, Preschool, Inclusive pedagogical practice
Citação
RAMALHO, Maria Eduarda. Crianças com transtorno do espectro autista na escola comum: inclusão, práticas pedagógicas e relações sócio-estruturais. 2022. 42 f. Trabalho de Conclusão de Curso (Graduação) – Faculdade de Educação, Universidade Federal de Goiás, Goiânia, 2022.