Eixos de interesse como estratégia para o desenvolvimento da aprendizagem de pessoas com autismo

• Ano de defesa: 2019
• Autor(a) principal: Nogueira, Julia Candido Dias
• Orientador(a): Orrú, Sílvia Ester
• Banca de defesa: Campos, Ronny Francy, Gomes, Cláudia
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Alfenas
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Instituto de Ciências Humanas e Letras
• País: Brasil
• Palavras-chave em Português: Eixos de Interesse; Educação inclusiva; Inclusão; Autismo; Estratégias Inovadoras
• Área do conhecimento CNPq: FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL
• Link de acesso: https://repositorio.unifal-mg.edu.br/handle/123456789/1446

Working in an innovative and inclusive pedagogical perspective demands a restructuring in the ways of thinking and acting that prevail in traditional pedagogy. It is about doing with the other in building knowledge and recognizing everyone as capable learners in this process. For a long time, it was the voice of education professionals who had greater attention in the education of people with autism, bringing great contributions to the area. However, in this research, we seek to listen to the other side, aiming to characterize pedagogical strategies and teaching supports, aligned with innovative and inclusive educational methods from the perspective of students with autism. This study counted on the participation of 10 people diagnosed with autism or who were recognized within the spectrum, being these, students and alumni of the school and university context. To access such a personal theme of participants' lives, we use the assumptions of Qualitative Epistemology. Information construction took place in the second half of 2018 and enabled the pre-indicators to be surveyed, the systematization of the indicators and the construction of meaning cores, such as: The social in the inclusive process, containing the indicators, Preconception, School Integration, Family as a motivating link and Mobilization to overcome adversity. The second core, Meanings of experiences with the traditional model, with the indicators: Conservative models and mechanisms of exclusion and diagnosis and, for the third core, Considerations on innovative and significant possibilities, indicators: Learning styles, Axes of interest and resources and supports. As final considerations we could show that the difficulty of social inclusion transcends the school walls, so that society in general is not equipped with knowledge and tolerance to deal with difference. In this context, diagnosis has sometimes been an instrument for society point out the inability of the subjects. However, some professionals and families formed a support network that mobilized these subjects to continue believing in education. Those professionals who made the educational process of the participants more meaningful and enjoyable were also those who valued what they had the best and used it as an instrument of encouragement for them. Finally, it was evidenced that using the axes of student interests to initiate the construction of a new knowledge and to potentiate the teaching and learning process was shown as the innovative and meaningful educational possibility for the participants of this research, valuing its potentialities in the collective construction of knowledge.