O papel do professor reflexivo no ensino de língua inglesa para alunos com autismo (TEA): um estudo bibliográfico
This research aims to prove the positive influence that a reflexive teacher has on the teaching of English as a second language to students with autism and through a theoretical discussion and strategies that help to overcome some of the difficulties found by these students at the English classroom...
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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/123456789/57279 |
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| Resumo: | This research aims to prove the positive influence that a reflexive teacher has on the teaching of English as a second language to students with autism and through a theoretical discussion and strategies that help to overcome some of the difficulties found by these students at the English classroom in the regular education. The research intents, through the qualitative analisys of specialized bibliography (COLONHESI, 2017; ORRÚ, 2003; 2019; RODRIGUES, 2016; FREEMAN; ANDERSON, 2011) to ponder about the relevance of issues such as the training of reflexive teachers and the discussion based on teaching-learning theories. The results obtained indicate that Brazilian teacher training courses: I. are still based on limiting beliefs about students with autism and other disabilities/disorders; II. that teachers without continuing education do not feel prepared to deal with diversity in the classroom; III. and that critical and reflexive teachers, that think about their pedagogical strategies, feel more prepared to provide a true inclusive education in their practice. |
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