O processo de inclusão do aluno autista na escola regular: análise sobre as práticas pedagógicas.
This work proposes to carry out a theoretical reflection with emphasis on the pedagogical practices aimed at the inclusion of the student with Autism Spectrum Disorder in the regular classroom, inserted in the theme Special Education in the Perspective of Inclusive Education. Thus, we reflect on a q...
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| Formato: | bachelorThesis |
| Idioma: | pt_BR |
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Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/37858 |
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| Resumo: | This work proposes to carry out a theoretical reflection with emphasis on the pedagogical practices aimed at the inclusion of the student with Autism Spectrum Disorder in the regular classroom, inserted in the theme Special Education in the Perspective of Inclusive Education. Thus, we reflect on a qualitative research, characterized as a case study, carried out at the Municipal School of Early Childhood and Fundamental Education Sandoval Rubens de Figueiredo, located in the city of Várzea-PB and the Multifunctional Resource Room of the State School Professor Odilon de Figueiredo. For that, it was designed, as a general objective, to identify the pedagogical practices used by the teacher in front of the process of inclusion of the autistic student in the context of the regular school classroom. Therefore, the following specific objectives were defined: to identify pedagogical practices used by the teacher in the daily classroom of the regular school, in front of the process of inclusion of the autistic student and to investigate the offer of the Specialized Educational Attendance in the regular school, aiming the effectiveness of school inclusion of the student with autism. Under this logic, the reflections find theoretical support in the studies of Bosa (2002), Júnior; Kuczynski (2015), Cunha (2016), Franco (2012), Tozoni-Reis (2013) and Rampazzo (2013), among others. Thus, our reflections emphasize that the inclusion of the student with Autism Spectrum Disorder in the school context requires planning of practices aimed at this public, in the regular classroom and in the Specialized Educational Assistance, which understands and responds to their real needs, stimulating their autonomy in family, school and social life. Thus, it is necessary to invest in the continued formation of teachers, so that they can learn more about Autism Spectrum Disorder and intervene satisfactorily. It is still evident the need to incorporate emancipatory actions that enable the relations between the teachers of the regular classroom and the Specialized Educational Assistance room. |
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