Raz??es autistas na escola: um espectro de saberes em uma condi????o singular
Ano de defesa: | 2020 |
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Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , , , , |
Tipo de documento: | Tese |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Nove de Julho
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Programa de Pós-Graduação: |
Programa de P??s-Gradua????o em Educa????o
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Departamento: |
Educa????o
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País: |
Brasil
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Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Palavras-chave em Espanhol: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://bibliotecatede.uninove.br/handle/tede/2165 |
Resumo: | This thesis, refusing the idea of autism as a disabling pathology, it was proposed to analyze the visions of autistic young people resulting from their school experiences, here called ???autistic reasons???. It was argued that these reasons, despite an inclusive educational proposal, remain obliterated. Such an argument took into account three dimensions. The first refers to the fact that autistic people can rarely express their voices, since, having other forms of expression, often unintelligible to a normalizing rationality, they are still seen as intellectually limited and/or socially maladjusted. The second concerns the affirmation of autism as a human condition, whose denial - tributary to a pathological view - corroborates negative and oppressive discriminatory practices. The third and last dimension brought to the debate the updating of the processes of exclusion from the regular school that, not opening themselves to an intercultural perspective, maintain the rights and potential expectations of autistic people ignored, silenced and/or subordinated, although legal protection has assured them access to these educational institutions and the right to learning among their peers. In view of these dimensions and supported by a perspective of educational listening, capable of legitimizing the authentic readings of reality produced by people who experience this condition, we started from the hypothesis that each autistic person is endowed with a particular reason, which can be systematically subjugated by hegemonic reasons, but that, like any oppressed reason, it consists of other equally valid knowledge that needs to be known and recognized as a condition for a liberating educational proposal. The following questions guided the research: What are the views of autistic young people about their school experiences, considering their own needs and expectations? How do teachers' perspectives on autism and the learning processes of autistic people inform the schooling contexts of young people in this condition? It was adopted as the guiding thread of analysis the Hannah Arendt's studies of the human condition and extended thinking; the relational and humanizing perspective present in Paulo Freire's work; the appreciations of the communication between differences and social justice that emerge from Iris Young's work; and Temple Grandin's understanding of autism itself. In the framework of a qualitative research, young autistic people who study or studied in formal education in schools in the Southeast region of Brazil were interviewed, as well as their families and teachers. Throughout the investigation and in its final considerations, autistic reasons were observed, on the one hand, that, intending the representations of autism as incapacity and resistance to dialogue, resignify the negative attributes imposed on them; on the other hand, in the gap between theory and practice, autistic reasons retracting in the hegemonic horizon of heteronomization. It was also found that when authentic readings of reality produced by people who experience autism as a condition are legitimized, a plural, more collaborative, authentic and human school is announced. |
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Mafra, Jason FerreiraMacedo, EuniceMafra, Jason FerreiraMacedo, EuniceTeixeira, Rosiley AparecidaSilva, Marta Regina Paulo daSilva, Maur??cio Pedro dahttp://lattes.cnpq.br/3238783092407040Santos, R??gia Vidal dos2020-06-25T21:09:07Z2020-05-29Santos, R??gia Vidal dos. Raz??es autistas na escola: um espectro de saberes em uma condi????o singular. 2020. 327 f. Tese( Programa de P??s-Gradua????o em Educa????o) - Universidade Nove de Julho, S??o Paulo.http://bibliotecatede.uninove.br/handle/tede/2165This thesis, refusing the idea of autism as a disabling pathology, it was proposed to analyze the visions of autistic young people resulting from their school experiences, here called ???autistic reasons???. It was argued that these reasons, despite an inclusive educational proposal, remain obliterated. Such an argument took into account three dimensions. The first refers to the fact that autistic people can rarely express their voices, since, having other forms of expression, often unintelligible to a normalizing rationality, they are still seen as intellectually limited and/or socially maladjusted. The second concerns the affirmation of autism as a human condition, whose denial - tributary to a pathological view - corroborates negative and oppressive discriminatory practices. The third and last dimension brought to the debate the updating of the processes of exclusion from the regular school that, not opening themselves to an intercultural perspective, maintain the rights and potential expectations of autistic people ignored, silenced and/or subordinated, although legal protection has assured them access to these educational institutions and the right to learning among their peers. In view of these dimensions and supported by a perspective of educational listening, capable of legitimizing the authentic readings of reality produced by people who experience this condition, we started from the hypothesis that each autistic person is endowed with a particular reason, which can be systematically subjugated by hegemonic reasons, but that, like any oppressed reason, it consists of other equally valid knowledge that needs to be known and recognized as a condition for a liberating educational proposal. The following questions guided the research: What are the views of autistic young people about their school experiences, considering their own needs and expectations? How do teachers' perspectives on autism and the learning processes of autistic people inform the schooling contexts of young people in this condition? It was adopted as the guiding thread of analysis the Hannah Arendt's studies of the human condition and extended thinking; the relational and humanizing perspective present in Paulo Freire's work; the appreciations of the communication between differences and social justice that emerge from Iris Young's work; and Temple Grandin's understanding of autism itself. In the framework of a qualitative research, young autistic people who study or studied in formal education in schools in the Southeast region of Brazil were interviewed, as well as their families and teachers. Throughout the investigation and in its final considerations, autistic reasons were observed, on the one hand, that, intending the representations of autism as incapacity and resistance to dialogue, resignify the negative attributes imposed on them; on the other hand, in the gap between theory and practice, autistic reasons retracting in the hegemonic horizon of heteronomization. It was also found that when authentic readings of reality produced by people who experience autism as a condition are legitimized, a plural, more collaborative, authentic and human school is announced.Esta tesis, rechazando la idea del autismo como una patolog??a incapacitante, se propuso analizar las visiones de los j??venes autistas resultantes de sus experiencias escolares, aqu?? llamadas ???razones autistas???. Se argument?? que estas razones, a pesar de una propuesta educativa inclusiva, siguen siendo borradas. Tal argumento tuvo en cuenta tres dimensiones. El primero se refiere al hecho de que las personas autistas rara vez pueden expresar sus voces, ya que, al tener otras formas de expresi??n, a menudo ininteligibles a una racionalidad normalizadora, todav??a son vistas como intelectualmente limitadas y/o socialmente desajustadas. El segundo se refiere a la afirmaci??n del autismo como una condici??n humana, cuya negaci??n, debido a una visi??n patol??gica, corrobora pr??cticas de discriminaci??n negativas y opresivas. La tercera y ??ltima dimensi??n trajo al debate la actualizaci??n de los procesos de exclusi??n de las escuelas regulares que, aunque no se abren a una perspectiva intercultural, mantienen los derechos y expectativas potenciales de las personas autistas ignoradas, silenciadas y / o subordinadas, a pesar de la protecci??n legal. habiendo garantizado el acceso a estas instituciones educativas y el derecho al aprendizaje entre sus pares. En vista de estas dimensiones y respaldada por una perspectiva de escucha educativa, capaz de legitimar las lecturas aut??nticas de la realidad producidas por personas que experimentan esta condici??n, partimos de la hip??tesis de que cada persona autista tiene una raz??n particular, que puede ser sistem??ticamente subyugada por razones hegem??nicas, pero que, como cualquier raz??n oprimida, se compone de otro conocimiento igualmente v??lido que necesita ser conocido y reconocido como condici??n para una propuesta educativa liberadora. Las siguientes preguntas guiaron la investigaci??n: ??Cu??les son los puntos de vista de los j??venes autistas sobre sus experiencias escolares, considerando sus propias necesidades y expectativas? ??C??mo las perspectivas de los docentes sobre el autismo y los procesos de aprendizaje de las personas autistas informan los contextos escolares de los j??venes en esta condici??n? Fueron adoptados como el hilo conductor del an??lisis los estudios de Hannah Arendt sobre la condici??n humana y el pensamiento extendido; la perspectiva relacional y humanizante presente en el trabajo de Paulo Freire; la apreciaci??n de la comunicaci??n entre las diferencias y la justicia social que surge del trabajo de Iris Young, y la comprensi??n del autismo presentada por Temple Grandin. En el marco de una investigaci??n cualitativa, se entrevist?? a j??venes autistas que estudiaban o estudiaban en educaci??n formal en escuelas de la regi??n sudeste de Brasil, as?? como a sus familias y maestros. A lo largo de la investigaci??n y en sus consideraciones finales, se observaron razones autistas que, considerando las representaciones del autismo como incapacidad y resistencia al di??logo, resignifican los atributos negativos que se les imponen; por otro lado, en la brecha entre la teor??a y la pr??ctica, las razones autistas retroceden en el horizonte hegem??nico de la heteronomizaci??n. Tambi??n se descubri?? que cuando se legitiman las lecturas aut??nticas de la realidad producidas por personas que experimentan el autismo como condici??n, se anuncia una escuela plural, m??s colaborativa, aut??ntica y humana.Nesta tese, recusando a ideia de autismo como uma patologia incapacitante, prop??s-se analisar as vis??es de jovens autistas resultantes de suas viv??ncias escolares, aqui denominadas ???raz??es autistas???. Partiu-se do argumento de que essas raz??es, a despeito de uma proposta educacional inclusiva, permanecem obliteradas. Tal argumento levou em conta tr??s dimens??es. A primeira refere-se ao fato de as pessoas autistas raramente poderem expressar suas vozes, uma vez que, por possu??rem outras formas de express??o, muitas vezes, inintelig??veis a uma racionalidade normalizadora, ainda s??o vistas como intelectualmente limitadas e/ou socialmente desajustadas. A segunda diz respeito ?? afirma????o do autismo como condi????o humana, cuja nega????o ??? tribut??ria de uma vis??o patol??gica ??? corrobora pr??ticas de discrimina????o negativas e opressoras. A terceira e ??ltima dimens??o trouxe para o debate a atualiza????o dos processos de exclus??o da escola regular que, n??o se abrindo a uma perspectiva intercultural, mant??m os direitos e potenciais expectativas das pessoas autistas ignorados, silenciados e/ou subalternizados, apesar de a prote????o legal ter-lhes assegurado o acesso a essas institui????es de ensino e o direito ?? aprendizagem em meio a seus pares. ?? vista dessas dimens??es e apoiada em uma perspectiva de escuta educativa, capaz de legitimar as leituras aut??nticas da realidade produzidas por pessoas que vivenciam essa condi????o, partiu-se da hip??tese de que cada pessoa autista ?? dotada de uma raz??o particular, que pode ser sistematicamente subjugada pelas raz??es hegem??nicas, mas que, como toda raz??o oprimida, ?? constitu??da de outros saberes igualmente v??lidos que precisam ser conhecidos e reconhecidos como condi????o para uma proposta educativa libertadora. Orientaram a pesquisa as seguintes quest??es: Quais as vis??es de jovens autistas a respeito de suas viv??ncias escolares, considerando as pr??prias necessidades e expectativas? De que forma(s) as perspectivas de docentes acerca do autismo e dos processos de aprendizagem das pessoas autistas informam os contextos de escolariza????o de jovens nessa condi????o? Adotou-se como fio condutor da an??lise os estudos sobre a condi????o humana e pensamento alargado de Hannah Arendt; a perspectiva relacional e humanizante presente na obra de Paulo Freire; as aprecia????es sobre comunica????o entre diferen??as e justi??a social, que emergem da obra de Iris Young, e a compreens??o de dentro do pr??prio autismo apresentada por Temple Grandin. No quadro de uma pesquisa qualitativa, foram entrevistadas pessoas jovens autistas que estudam ou estudaram no ensino formal em escolas da regi??o Sudeste do Brasil, bem como seus familiares e professores. Ao longo da investiga????o e em suas considera????es finais, observou-se, por um lado, raz??es autistas que, tencionando as representa????es do autismo como incapacidade e resist??ncia ao di??logo, ressignificam os atributos negativos que lhes s??o impostos; por outro, no fosso entre teoria e pr??tica, raz??es autistas retraindo-se no horizonte hegem??nico de heteronomea????o. Constatou-se tamb??m que, quando leituras aut??nticas da realidade produzidas por pessoas que vivenciam o autismo como condi????o s??o legitimadas, uma escola plural, mais colaborativa, aut??ntica e humana se anuncia.Submitted by Nadir Basilio (nadirsb@uninove.br) on 2020-06-25T21:09:07Z No. of bitstreams: 1 Regia Vidal dos Santos.pdf: 2723444 bytes, checksum: 9993919da9c86ccddcf80c86e313cea7 (MD5)Made available in DSpace on 2020-06-25T21:09:07Z (GMT). No. of bitstreams: 1 Regia Vidal dos Santos.pdf: 2723444 bytes, checksum: 9993919da9c86ccddcf80c86e313cea7 (MD5) Previous issue date: 2020-05-29application/pdfporUniversidade Nove de JulhoPrograma de P??s-Gradua????o em Educa????oUNINOVEBrasilEduca????oautismocondi????o humanaescuta educativaraz??o autistaraz??es autistasviv??ncias escolaresautismhuman conditioneducational listeningautistic reasonautistic reasonsschool experiencesautismocondici??n humanaescucha educativaraz??n autistarazones autistasexperiencias escolaresCIENCIAS HUMANAS::EDUCACAORaz??es autistas na escola: um espectro de saberes em uma condi????o singularAutistic reasons in school: a spectrum of knowledge in a singular conditioninfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis-240345818910352367600info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da Uninoveinstname:Universidade Nove de Julho (UNINOVE)instacron:UNINOVEORIGINALRegia Vidal dos Santos.pdfRegia Vidal dos Santos.pdfapplication/pdf2723444http://localhost:8080/tede/bitstream/tede/2165/2/Regia+Vidal+dos+Santos.pdf9993919da9c86ccddcf80c86e313cea7MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82165http://localhost:8080/tede/bitstream/tede/2165/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51tede/21652020-06-25 18:09:07.906oai:localhost: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Biblioteca Digital de Teses e Dissertaçõeshttp://bibliotecatede.uninove.br/PRIhttp://bibliotecatede.uninove.br/oai/requestbibliotecatede@uninove.br||bibliotecatede@uninove.bropendoar:2020-06-25T21:09:07Biblioteca Digital de Teses e Dissertações da Uninove - Universidade Nove de Julho (UNINOVE)false |
dc.title.por.fl_str_mv |
Raz??es autistas na escola: um espectro de saberes em uma condi????o singular |
dc.title.alternative.eng.fl_str_mv |
Autistic reasons in school: a spectrum of knowledge in a singular condition |
title |
Raz??es autistas na escola: um espectro de saberes em uma condi????o singular |
spellingShingle |
Raz??es autistas na escola: um espectro de saberes em uma condi????o singular Santos, R??gia Vidal dos autismo condi????o humana escuta educativa raz??o autista raz??es autistas viv??ncias escolares autism human condition educational listening autistic reason autistic reasons school experiences autismo condici??n humana escucha educativa raz??n autista razones autistas experiencias escolares CIENCIAS HUMANAS::EDUCACAO |
title_short |
Raz??es autistas na escola: um espectro de saberes em uma condi????o singular |
title_full |
Raz??es autistas na escola: um espectro de saberes em uma condi????o singular |
title_fullStr |
Raz??es autistas na escola: um espectro de saberes em uma condi????o singular |
title_full_unstemmed |
Raz??es autistas na escola: um espectro de saberes em uma condi????o singular |
title_sort |
Raz??es autistas na escola: um espectro de saberes em uma condi????o singular |
author |
Santos, R??gia Vidal dos |
author_facet |
Santos, R??gia Vidal dos |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Mafra, Jason Ferreira |
dc.contributor.advisor-co1.fl_str_mv |
Macedo, Eunice |
dc.contributor.referee1.fl_str_mv |
Mafra, Jason Ferreira |
dc.contributor.referee2.fl_str_mv |
Macedo, Eunice |
dc.contributor.referee3.fl_str_mv |
Teixeira, Rosiley Aparecida |
dc.contributor.referee4.fl_str_mv |
Silva, Marta Regina Paulo da |
dc.contributor.referee5.fl_str_mv |
Silva, Maur??cio Pedro da |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/3238783092407040 |
dc.contributor.author.fl_str_mv |
Santos, R??gia Vidal dos |
contributor_str_mv |
Mafra, Jason Ferreira Macedo, Eunice Mafra, Jason Ferreira Macedo, Eunice Teixeira, Rosiley Aparecida Silva, Marta Regina Paulo da Silva, Maur??cio Pedro da |
dc.subject.por.fl_str_mv |
autismo condi????o humana escuta educativa raz??o autista raz??es autistas viv??ncias escolares |
topic |
autismo condi????o humana escuta educativa raz??o autista raz??es autistas viv??ncias escolares autism human condition educational listening autistic reason autistic reasons school experiences autismo condici??n humana escucha educativa raz??n autista razones autistas experiencias escolares CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
autism human condition educational listening autistic reason autistic reasons school experiences |
dc.subject.spa.fl_str_mv |
autismo condici??n humana escucha educativa raz??n autista razones autistas experiencias escolares |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This thesis, refusing the idea of autism as a disabling pathology, it was proposed to analyze the visions of autistic young people resulting from their school experiences, here called ???autistic reasons???. It was argued that these reasons, despite an inclusive educational proposal, remain obliterated. Such an argument took into account three dimensions. The first refers to the fact that autistic people can rarely express their voices, since, having other forms of expression, often unintelligible to a normalizing rationality, they are still seen as intellectually limited and/or socially maladjusted. The second concerns the affirmation of autism as a human condition, whose denial - tributary to a pathological view - corroborates negative and oppressive discriminatory practices. The third and last dimension brought to the debate the updating of the processes of exclusion from the regular school that, not opening themselves to an intercultural perspective, maintain the rights and potential expectations of autistic people ignored, silenced and/or subordinated, although legal protection has assured them access to these educational institutions and the right to learning among their peers. In view of these dimensions and supported by a perspective of educational listening, capable of legitimizing the authentic readings of reality produced by people who experience this condition, we started from the hypothesis that each autistic person is endowed with a particular reason, which can be systematically subjugated by hegemonic reasons, but that, like any oppressed reason, it consists of other equally valid knowledge that needs to be known and recognized as a condition for a liberating educational proposal. The following questions guided the research: What are the views of autistic young people about their school experiences, considering their own needs and expectations? How do teachers' perspectives on autism and the learning processes of autistic people inform the schooling contexts of young people in this condition? It was adopted as the guiding thread of analysis the Hannah Arendt's studies of the human condition and extended thinking; the relational and humanizing perspective present in Paulo Freire's work; the appreciations of the communication between differences and social justice that emerge from Iris Young's work; and Temple Grandin's understanding of autism itself. In the framework of a qualitative research, young autistic people who study or studied in formal education in schools in the Southeast region of Brazil were interviewed, as well as their families and teachers. Throughout the investigation and in its final considerations, autistic reasons were observed, on the one hand, that, intending the representations of autism as incapacity and resistance to dialogue, resignify the negative attributes imposed on them; on the other hand, in the gap between theory and practice, autistic reasons retracting in the hegemonic horizon of heteronomization. It was also found that when authentic readings of reality produced by people who experience autism as a condition are legitimized, a plural, more collaborative, authentic and human school is announced. |
publishDate |
2020 |
dc.date.accessioned.fl_str_mv |
2020-06-25T21:09:07Z |
dc.date.issued.fl_str_mv |
2020-05-29 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Santos, R??gia Vidal dos. Raz??es autistas na escola: um espectro de saberes em uma condi????o singular. 2020. 327 f. Tese( Programa de P??s-Gradua????o em Educa????o) - Universidade Nove de Julho, S??o Paulo. |
dc.identifier.uri.fl_str_mv |
http://bibliotecatede.uninove.br/handle/tede/2165 |
identifier_str_mv |
Santos, R??gia Vidal dos. Raz??es autistas na escola: um espectro de saberes em uma condi????o singular. 2020. 327 f. Tese( Programa de P??s-Gradua????o em Educa????o) - Universidade Nove de Julho, S??o Paulo. |
url |
http://bibliotecatede.uninove.br/handle/tede/2165 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.cnpq.fl_str_mv |
-240345818910352367 |
dc.relation.confidence.fl_str_mv |
600 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Nove de Julho |
dc.publisher.program.fl_str_mv |
Programa de P??s-Gradua????o em Educa????o |
dc.publisher.initials.fl_str_mv |
UNINOVE |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Educa????o |
publisher.none.fl_str_mv |
Universidade Nove de Julho |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações da Uninove instname:Universidade Nove de Julho (UNINOVE) instacron:UNINOVE |
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Universidade Nove de Julho (UNINOVE) |
instacron_str |
UNINOVE |
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UNINOVE |
reponame_str |
Biblioteca Digital de Teses e Dissertações da Uninove |
collection |
Biblioteca Digital de Teses e Dissertações da Uninove |
bitstream.url.fl_str_mv |
http://localhost:8080/tede/bitstream/tede/2165/2/Regia+Vidal+dos+Santos.pdf http://localhost:8080/tede/bitstream/tede/2165/1/license.txt |
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MD5 MD5 |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações da Uninove - Universidade Nove de Julho (UNINOVE) |
repository.mail.fl_str_mv |
bibliotecatede@uninove.br||bibliotecatede@uninove.br |
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1797250758727434240 |