A Escuta Sensível como proposta metodológica no processo de inclusão escolar de um educando autista: um estudo de caso na rede municipal de ensino de Damolândia-GO

• Ano de defesa: 2023
• Autor(a) principal: Pinto, Jessica Hilário
• Orientador(a): Reis, Marlene Barbosa de Freitas
• Banca de defesa: Reis, Marlene Barbosa de Freitas , Viana, Cláudio Pires , Dalla Déa, Vanessa Helena Santana , Barcelos, Simone de Magalhães Vieira, Gomes, Selma Regina
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Goiás
• Programa de Pós-Graduação: UEG ::Programa de Pós-Graduação Stricto sensu em Educação
• Departamento: UEG ::Coordenação de Mestrado em Educação
• País: Brasil
• Palavras-chave em Português: Escuta sensível; Inclusão escolar; Educando autista
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO; TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL
• Link de acesso: http://www.bdtd.ueg.br/handle/tede/1346

This dissertation was presented to the Postgraduate Program in Education – PPGE, at the State University of Goiás, in research line 2: Culture, School and Training. The research presents Sensitive Listening and its relevance for inclusive practices carried out in the education of students with disabilities. It`s the question, which guided this investigation: did the teachers, through their pedagogical practices, build or not actions based on Sensitive Listening for the process of including autistic students in the school environment? The study's general objective is to reveal teachers' perceptions about pedagogical practices, based on Sensitive Listening and their possible collaboration in the school inclusion process of an autistic student. The specifics objectives of this research aims: to identify, based on teachers' speeches, whether in theirs pedagogical practices there are traces of Sensitive Listening in the formative trajectory of the autistic student; identify, together with teachers, which factors interfered, facilitated and/or hindered the implementation of inclusive practices with autistic students; describe the moments in which Sensitive Listening was fundamental for the methodological organization of pedagogical practices. Regard to methodology, the study is characterized by research with a qualitative, phenomenological and bibliographical approach. To this end, it was carried out field research, in which, theoretical interpretations were developed, observation of the autistic student and semi-structured interviews with 05 (five) teachers who participated in this student's training trajectory. The analyzed period was first phase of an elementary education in a school in the municipal education network in Damolândia city of Goiás. The collected data interpretation was based on Minayo's dialectical hermeneutics (2008; 2012). The work is based on authors who develop studies related to the topic of this research, such as: Carvalho (2017), Cerqueira and Souza (2011), Cerqueira (2006), Barbier (2002), Faour (2009), Dunker and Thebas (2019) and Reis (2021) who supported the discussion about Sensitive Listening. Freire (1967; 2009; 2010; 2018), Gadotti (2003), Souza (2016), Mantoan (2003; 2011) and Pletsch (2009) were important for reflections on pedagogical practices and teacher training. Grandin and Panek (2015), Grandin and Scariano (2012), Szabo (2005), Mello (2007), APA (2014), Freitas (2022) were fundamental in presenting Autism Spectrum Disorder. Other authors, such as Lanna Júnior (2010), Diniz (2003), Freitas (2022), Skliar (2006) and Dalla Déa (2020), also supported the understanding of the struggles of people with disabilities in relation to educational institutions, both special and regular, as well as the medical and social models that exist in this context. In addition to these authors, legal documents such as the Constitution (1988), the LDB (1996), PNEE (2008), Law for the Inclusion of People with Disabilities (2015), among others were used. The data obtained and its relationship with the theories studied led to the deepening of four categories: educating autistic people, teacher training, inclusive pedagogical practices and Sensitive Listening. Through these studies carried out were found aspects of Sensitive Listening in the practices carried out by teachers of autistic students, furthermore led to understanding of the importance of carry out training with teachers based on this theme, in addition to being able to listen to their students and make possible to organize inclusive practices and contribute to its development. It was also observed the necessity for all school community to adopt a Sensitive Listening stance so that it is possible to build an inclusive educational perspective. Finally, through this research, it was identified the importance of more works focused about this topic and it can gain more space and new discussions in the school environment.