A escolariza????o de crian??as com transtorno do espectro autista: uma possibilidade de emancipa????o

Detalhes bibliográficos
Ano de defesa: 2016
Autor(a) principal: Santos, R??gia Vidal dos lattes
Orientador(a): Mafra, Jason Ferreira
Banca de defesa: Mafra, Jason Ferreira, Saul, Ana Maria, Teixeira, Rosiley Aparecida, Camacho, Carlos Mario Paes, Coelho, Edgar Pereira
Tipo de documento: Dissertação
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Universidade Nove de Julho
Programa de Pós-Graduação: Programa de Mestrado em Gest??o e Pr??ticas Educacionais
Departamento: Educa????o
País: Brasil
Palavras-chave em Português:
transtorno do espectro autista
escolariza????o
emancipa????o
educa????o especial
inclus??o escolar
ensino fundamental
Palavras-chave em Inglês:
autistic spectrum disorder
schooling
emancipation
special education
school inclusion
elementary school
Palavras-chave em Espanhol:
trastorno del espectro autista
escolarizaci??n
emancipaci??n
educaci??n especial
inclusi??n escolar
ense??anza fundamental
Área do conhecimento CNPq:
CIENCIAS HUMANAS::EDUCACAO
Link de acesso: http://bibliotecatede.uninove.br/handle/tede/1565
Resumo: This dissertation has as subject of study the emancipatory perspective of children???s schooling process with Autism Spectrum Disorders (ASD), and has as object the analysis of this perspective in the process of education of children with ASD enrolled in the initial years of two elementary schools of S??o Paulo educational system. The research was guided by the following questions: does the political-pedagogical routing of the management and teaching staff for children with ASD, translate into an emancipatory perspective? How is the educational work with children with ASD in two public schools of S??o Paulo school system developed? How do the agents involved in this process receive and forward this issue? It was considered the hypothesis that there is a recognition in the school community that, from a legal point of view, the inclusion of children with ASD is an assignment of the school, but, given the pedagogical, cultural and structural conditions in which it is immersed, this inclusion does not materialize in an emancipatory educational project. The theoretical reference that supported this work was the emancipatory education concept of Paulo Freire. Based on the assumptions of qualitative methodology of empirical and theoretical character, case studies were carried out from data collected though semi-structured interviews with the children with ASD, family, managers, teachers and staff at two schools of the municipality of S??o Paulo, with a responsible technician of the Center of Pedagogical Support Specialized (CAPE); and with a public prosecutor of Group of Special Education Actuation of the Public Ministry of State of S??o Paulo (GEDUC); and through a focal group with classmates of children with ASD. In the course of research and in their final considerations, we realize that there is legal recognition that the inclusion of children with ASD is a school assignment, but the emancipatory perspective, in neither of the two schools is hegemonic. In one of them that liberating approach is announced, when we look at the efforts of educators who, by betting on the dimension of ???being more??? of his student, seek to recreate the practice itself from the reading of the pedagogical reality, which suggests ways to build an emancipatory perspective in the educational process of children with Autism Spectrum Disorder.
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spelling Mafra, Jason FerreiraMafra, Jason FerreiraSaul, Ana MariaTeixeira, Rosiley AparecidaCamacho, Carlos Mario PaesCoelho, Edgar Pereirahttp://lattes.cnpq.br/3238783092407040Santos, R??gia Vidal dos2017-01-26T20:13:43Z2016-12-01Santos, R??gia Vidal dos. A escolariza????o de crian??as com transtorno do espectro autista: uma possibilidade de emancipa????o. 2016. 185 f. Disserta????o( Programa de Mestrado em Gest??o e Pr??ticas Educacionais) - Universidade Nove de Julho, S??o Paulo.http://bibliotecatede.uninove.br/handle/tede/1565This dissertation has as subject of study the emancipatory perspective of children???s schooling process with Autism Spectrum Disorders (ASD), and has as object the analysis of this perspective in the process of education of children with ASD enrolled in the initial years of two elementary schools of S??o Paulo educational system. The research was guided by the following questions: does the political-pedagogical routing of the management and teaching staff for children with ASD, translate into an emancipatory perspective? How is the educational work with children with ASD in two public schools of S??o Paulo school system developed? How do the agents involved in this process receive and forward this issue? It was considered the hypothesis that there is a recognition in the school community that, from a legal point of view, the inclusion of children with ASD is an assignment of the school, but, given the pedagogical, cultural and structural conditions in which it is immersed, this inclusion does not materialize in an emancipatory educational project. The theoretical reference that supported this work was the emancipatory education concept of Paulo Freire. Based on the assumptions of qualitative methodology of empirical and theoretical character, case studies were carried out from data collected though semi-structured interviews with the children with ASD, family, managers, teachers and staff at two schools of the municipality of S??o Paulo, with a responsible technician of the Center of Pedagogical Support Specialized (CAPE); and with a public prosecutor of Group of Special Education Actuation of the Public Ministry of State of S??o Paulo (GEDUC); and through a focal group with classmates of children with ASD. In the course of research and in their final considerations, we realize that there is legal recognition that the inclusion of children with ASD is a school assignment, but the emancipatory perspective, in neither of the two schools is hegemonic. In one of them that liberating approach is announced, when we look at the efforts of educators who, by betting on the dimension of ???being more??? of his student, seek to recreate the practice itself from the reading of the pedagogical reality, which suggests ways to build an emancipatory perspective in the educational process of children with Autism Spectrum Disorder.Esta disertaci??n tiene como tema de estudio la perspectiva emancipadora del proceso de escolarizaci??n de los ni??os con Trastorno del Espectro Autista (TEA) y, como objeto, el an??lisis de esa perspectiva en el proceso de escolarizaci??n de los ni??os con TEA registrados en los a??os iniciales de la ense??anza fundamental en dos escuelas p??blicas del estado de S??o Paulo. Las siguientes preguntas gu??an la investigaci??n: ??El encaminamiento pol??tico-pedag??gico del equipo de gesti??n y la ense??anza de ni??os con TEA, se traduce en una perspectiva emancipadora? ??C??mo se desarrolla el trabajo educativo con los ni??os con TEA en dos escuelas p??blicas de este sistema escolar? ??C??mo los agentes implicados en este proceso acogen y encaminan esa cuesti??n? Se consider?? la hip??tesis de que hay un reconocimiento en la comunidad escolar de que, del punto de vista legal, la inclusi??n de ni??os con TEA es una atribuci??n de la escuela, pero, dadas las condiciones pedag??gicas, culturales y estructurales en que la misma est?? inmersa, esa inclusi??n no se materializa en un proyecto educativo emancipador. El referencial te??rico que apoya ese trabajo fue la concepci??n de educaci??n emancipadora de Paulo Freire. Sobre la base de los supuestos de la metodolog??a cualitativa de car??cter emp??rico y te??rico, estudios de caso se llevaron a cabo a partir de los datos recogidos por medio de entrevistas semiestructuradas con los ni??os con TEA, miembros de la familia, gestores, profesores y profesionales en dos escuelas del municipio de S??o Paulo; con un responsable t??cnico del N??cleo de Apoyo Pedag??gico Especializado (CAPE); y con un promotor de justicia del Grupo de Actuaci??n Especial do Ministerio P??blico do Estado de S??o Paulo (GEDUC); y por medio de grupo focal con compa??eros de clase de los ni??os con TEA. En el transcurrir de la investigaci??n y en sus consideraciones finales, percibimos que hay el reconocimiento legal de que la inclusi??n de los ni??os con TEA es una atribuci??n de la escuela, pero la perspectiva emancipadora en ninguna de las dos escuelas se hace hegem??nica. En una de ellas ese enfoque libertador se anuncia, cuando observemos el esfuerzo de educadoras que, al apostar en la dimensi??n del ???ser m??s??? de su alumno, buscan volver a crear la propia pr??ctica a partir de la lectura de su realidad pedag??gica, lo que sugiere caminos para la construcci??n de una perspectiva emancipadora en el proceso educacional de ni??os con el Trastorno del Espectro Autista.Esta disserta????o tem como tema de estudo a perspectiva emancipadora do processo de escolariza????o de crian??as com Transtorno do Espectro Autista (TEA) e, como objeto, a an??lise dessa perspectiva no processo de escolariza????o de crian??as com TEA matriculadas nos anos iniciais do ensino fundamental de duas escolas da rede estadual de ensino paulista. Orientaram a pesquisa as seguintes quest??es: o encaminhamento pol??tico-pedag??gico da equipe gestora e docente ??s crian??as com TEA se traduz em uma perspectiva emancipadora? Como se desenvolve o trabalho educativo com as crian??as com TEA nas duas escolas p??blicas dessa rede de ensino? Como os agentes envolvidos nesse processo acolhem e encaminham essa quest??o? Considerou-se a hip??tese de que h?? um reconhecimento na comunidade escolar de que, do ponto de vista legal, a inclus??o de crian??as com TEA ?? uma atribui????o da escola, mas, dadas as condi????es pedag??gicas, culturais e estruturais em que a mesma est?? imersa, essa inclus??o n??o se materializa em um projeto educativo emancipador. O referencial te??rico que subsidiou esse trabalho foi a concep????o de educa????o emancipadora de Paulo Freire. Com base nos pressupostos da metodologia qualitativa de car??ter emp??rico-te??rico, foram realizados estudos de caso a partir dos dados levantados por meio de entrevista semiestruturada com as crian??as com TEA, familiares, gestores, professores e funcion??rios em duas escolas do munic??pio de S??o Paulo; com um t??cnico respons??vel do N??cleo de Apoio Pedag??gico Especializado (CAPE); e com um promotor de justi??a do Grupo de Atua????o Especial de Educa????o do Minist??rio P??blico do Estado de S??o Paulo (GEDUC); e por meio de grupo focal com colegas de classe das crian??as com TEA. No decorrer da pesquisa e em suas considera????es finais, percebemos que h?? o reconhecimento legal de que a inclus??o das crian??as com TEA ?? uma atribui????o da escola, mas a perspectiva emancipadora, em nenhuma das duas escolas se faz hegem??nica. Em uma delas esse enfoque libertador se anuncia, quando observamos o esfor??o de educadoras que, ao apostar na dimens??o do ???ser mais??? de seu aluno, procuram recriar a pr??pria pr??tica a partir da leitura da sua realidade pedag??gica, o que sugere caminhos para a constru????o de uma perspectiva emancipadora no processo educacional de crian??as com o Transtorno do Espectro Autista.Submitted by Nadir Basilio (nadirsb@uninove.br) on 2017-01-26T20:13:43Z No. of bitstreams: 1 R??gia Vidal dos Santos.pdf: 1330804 bytes, checksum: 876f6b6de429e4e830d5809b53407e7d (MD5)Made available in DSpace on 2017-01-26T20:13:43Z (GMT). No. of bitstreams: 1 R??gia Vidal dos Santos.pdf: 1330804 bytes, checksum: 876f6b6de429e4e830d5809b53407e7d (MD5) Previous issue date: 2016-12-01application/pdfporUniversidade Nove de JulhoPrograma de Mestrado em Gest??o e Pr??ticas EducacionaisUNINOVEBrasilEduca????otranstorno do espectro autistaescolariza????oemancipa????oeduca????o especialinclus??o escolarensino fundamentalautistic spectrum disorderschoolingemancipationspecial educationschool inclusionelementary schooltrastorno del espectro autistaescolarizaci??nemancipaci??neducaci??n especialinclusi??n escolarense??anza fundamentalCIENCIAS HUMANAS::EDUCACAOA escolariza????o de crian??as com transtorno do espectro autista: uma possibilidade de emancipa????oLa educaci??n de los ni??os con trastorno del espectro autista: una posibilidad de emancipaci??ninfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-240345818910352367600info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da Uninoveinstname:Universidade Nove de Julho (UNINOVE)instacron:UNINOVEORIGINALR??gia Vidal dos Santos.pdfR??gia Vidal dos Santos.pdfapplication/pdf1330804http://localhost:8080/tede/bitstream/tede/1565/2/R%C3%A9gia+Vidal+dos+Santos.pdf876f6b6de429e4e830d5809b53407e7dMD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82165http://localhost:8080/tede/bitstream/tede/1565/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51tede/15652017-01-26 18:13:43.493oai: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:2017-01-26T20:13:43Biblioteca Digital de Teses e Dissertações da Uninove - Universidade Nove de Julho (UNINOVE)false
dc.title.por.fl_str_mv A escolariza????o de crian??as com transtorno do espectro autista: uma possibilidade de emancipa????o
dc.title.alternative.spa.fl_str_mv La educaci??n de los ni??os con trastorno del espectro autista: una posibilidad de emancipaci??n
title A escolariza????o de crian??as com transtorno do espectro autista: uma possibilidade de emancipa????o
spellingShingle A escolariza????o de crian??as com transtorno do espectro autista: uma possibilidade de emancipa????o
Santos, R??gia Vidal dos
transtorno do espectro autista
escolariza????o
emancipa????o
educa????o especial
inclus??o escolar
ensino fundamental
autistic spectrum disorder
schooling
emancipation
special education
school inclusion
elementary school
trastorno del espectro autista
escolarizaci??n
emancipaci??n
educaci??n especial
inclusi??n escolar
ense??anza fundamental
CIENCIAS HUMANAS::EDUCACAO
title_short A escolariza????o de crian??as com transtorno do espectro autista: uma possibilidade de emancipa????o
title_full A escolariza????o de crian??as com transtorno do espectro autista: uma possibilidade de emancipa????o
title_fullStr A escolariza????o de crian??as com transtorno do espectro autista: uma possibilidade de emancipa????o
title_full_unstemmed A escolariza????o de crian??as com transtorno do espectro autista: uma possibilidade de emancipa????o
title_sort A escolariza????o de crian??as com transtorno do espectro autista: uma possibilidade de emancipa????o
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.referee1.fl_str_mv Mafra, Jason Ferreira
dc.contributor.referee2.fl_str_mv Saul, Ana Maria
dc.contributor.referee3.fl_str_mv Teixeira, Rosiley Aparecida
dc.contributor.referee4.fl_str_mv Camacho, Carlos Mario Paes
dc.contributor.referee5.fl_str_mv Coelho, Edgar Pereira
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
Mafra, Jason Ferreira
Saul, Ana Maria
Teixeira, Rosiley Aparecida
Camacho, Carlos Mario Paes
Coelho, Edgar Pereira
dc.subject.por.fl_str_mv transtorno do espectro autista
escolariza????o
emancipa????o
educa????o especial
inclus??o escolar
ensino fundamental
topic transtorno do espectro autista
escolariza????o
emancipa????o
educa????o especial
inclus??o escolar
ensino fundamental
autistic spectrum disorder
schooling
emancipation
special education
school inclusion
elementary school
trastorno del espectro autista
escolarizaci??n
emancipaci??n
educaci??n especial
inclusi??n escolar
ense??anza fundamental
CIENCIAS HUMANAS::EDUCACAO
dc.subject.eng.fl_str_mv autistic spectrum disorder
schooling
emancipation
special education
school inclusion
elementary school
dc.subject.spa.fl_str_mv trastorno del espectro autista
escolarizaci??n
emancipaci??n
educaci??n especial
inclusi??n escolar
ense??anza fundamental
dc.subject.cnpq.fl_str_mv CIENCIAS HUMANAS::EDUCACAO
description This dissertation has as subject of study the emancipatory perspective of children???s schooling process with Autism Spectrum Disorders (ASD), and has as object the analysis of this perspective in the process of education of children with ASD enrolled in the initial years of two elementary schools of S??o Paulo educational system. The research was guided by the following questions: does the political-pedagogical routing of the management and teaching staff for children with ASD, translate into an emancipatory perspective? How is the educational work with children with ASD in two public schools of S??o Paulo school system developed? How do the agents involved in this process receive and forward this issue? It was considered the hypothesis that there is a recognition in the school community that, from a legal point of view, the inclusion of children with ASD is an assignment of the school, but, given the pedagogical, cultural and structural conditions in which it is immersed, this inclusion does not materialize in an emancipatory educational project. The theoretical reference that supported this work was the emancipatory education concept of Paulo Freire. Based on the assumptions of qualitative methodology of empirical and theoretical character, case studies were carried out from data collected though semi-structured interviews with the children with ASD, family, managers, teachers and staff at two schools of the municipality of S??o Paulo, with a responsible technician of the Center of Pedagogical Support Specialized (CAPE); and with a public prosecutor of Group of Special Education Actuation of the Public Ministry of State of S??o Paulo (GEDUC); and through a focal group with classmates of children with ASD. In the course of research and in their final considerations, we realize that there is legal recognition that the inclusion of children with ASD is a school assignment, but the emancipatory perspective, in neither of the two schools is hegemonic. In one of them that liberating approach is announced, when we look at the efforts of educators who, by betting on the dimension of ???being more??? of his student, seek to recreate the practice itself from the reading of the pedagogical reality, which suggests ways to build an emancipatory perspective in the educational process of children with Autism Spectrum Disorder.
publishDate 2016
dc.date.issued.fl_str_mv 2016-12-01
dc.date.accessioned.fl_str_mv 2017-01-26T20:13:43Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/masterThesis
format masterThesis
status_str publishedVersion
dc.identifier.citation.fl_str_mv Santos, R??gia Vidal dos. A escolariza????o de crian??as com transtorno do espectro autista: uma possibilidade de emancipa????o. 2016. 185 f. Disserta????o( Programa de Mestrado em Gest??o e Pr??ticas Educacionais) - Universidade Nove de Julho, S??o Paulo.
dc.identifier.uri.fl_str_mv http://bibliotecatede.uninove.br/handle/tede/1565
identifier_str_mv Santos, R??gia Vidal dos. A escolariza????o de crian??as com transtorno do espectro autista: uma possibilidade de emancipa????o. 2016. 185 f. Disserta????o( Programa de Mestrado em Gest??o e Pr??ticas Educacionais) - Universidade Nove de Julho, S??o Paulo.
url http://bibliotecatede.uninove.br/handle/tede/1565
dc.language.iso.fl_str_mv por
language por
dc.relation.cnpq.fl_str_mv -240345818910352367
dc.relation.confidence.fl_str_mv 600
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