Educação inclusiva no ensino regular : estudo de caso de alunos com transtorno do espectro do autimo de uma escola de Goiás
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2022
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O presente estudo tem por objetivo analisar práticas de Educação inclusiva de alunos com
Transtorno do Espectro do Autismo no ensino regular, segundo a legislação em vigor no
Brasil, no contexto de uma escola da rede privada de uma cidade do interior do Estado de
Goiás. Assim, interessou analisar a evolução legislativa, quanto à inclusão e à Educação
inclusiva no Brasil, a fim de verificar a aplicabilidade da Lei 13.146 de 2015 e da Lei 12.764
de 2012, designada por Lei Berenice Piana. Trata-se de um estudo de caso, com aplicação de
metodologia qualitativa, no contexto de uma escola privada de Goiás, que apresenta, como
sujeitos participantes, professores e profissionais que trabalham a Educação inclusiva com
alunos do ensino Fundamental. Quanto às fontes, foi realizada a análise documental da
legislação em vigor e do Projeto Político Pedagógico da escola privada. Em
complementaridade, concretizaram-se entrevistas à Diretora, Coordenadora, Professoras,
Monitoras e Fonoaudiólogo, tendo por base um guião com questões abertas, previamente
definidas, um inquérito por questionário, com questões fechadas, aplicado aos alunos, o que
facilitou a triangulação de dados. O estudo permitiu concluir que a publicação da Lei
Berenice Piana foi muito importante para a concretização da inclusão de crianças com
Transtorno do Espectro do Autismo no ensino regular. Do mesmo modo, a publicação da Lei
Brasileira de Inclusão garantiu mais direitos às pessoas deficientes, o que possibilitou quebrar
as barreiras que limitavam o seu acesso à Educação inclusiva, bem como a sua integração
plena na sociedade.
This research aims to analyze inclusive education practices of studens with Autism Spectrum Disorder in regular education, according to the rulling legislation in Brazil, in the context of a private school in a city in the State of Goiás interior. Therefore, it was interesting to analyze the legislative evolution, regarding inclusion and inclusive education in Brazil, in order to verify the applicability of Law 13.146 of 2015 and Law 12.764 of 2012, known as the Berenice Piana Law. As the sources used, a documental analysis of the rulling legislation and the Political Pedagogical Project of the private school was carried out. In addition, interviews were performed with the Director, Coordinator, Teachers, Monitors and Speech-Language Pathologist, based on a script with previously defined open questions, and a questionnaire survey, with closed questions, applied to students, which facilitated the data triangulation. The study managed us to conclude that the publication of the Berenice Piana Law was very important for the inclusion of children with Autism Spectrum Disorder in regular education. Likewise, the publication of the Brazilian Inclusion Law guaranteed more rights to disabled people, which made it possible to break the barriers that limited their access to inclusive education, as well as their full integration into society.
This research aims to analyze inclusive education practices of studens with Autism Spectrum Disorder in regular education, according to the rulling legislation in Brazil, in the context of a private school in a city in the State of Goiás interior. Therefore, it was interesting to analyze the legislative evolution, regarding inclusion and inclusive education in Brazil, in order to verify the applicability of Law 13.146 of 2015 and Law 12.764 of 2012, known as the Berenice Piana Law. As the sources used, a documental analysis of the rulling legislation and the Political Pedagogical Project of the private school was carried out. In addition, interviews were performed with the Director, Coordinator, Teachers, Monitors and Speech-Language Pathologist, based on a script with previously defined open questions, and a questionnaire survey, with closed questions, applied to students, which facilitated the data triangulation. The study managed us to conclude that the publication of the Berenice Piana Law was very important for the inclusion of children with Autism Spectrum Disorder in regular education. Likewise, the publication of the Brazilian Inclusion Law guaranteed more rights to disabled people, which made it possible to break the barriers that limited their access to inclusive education, as well as their full integration into society.
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Orientação: Maria de Nazaré Castro Trigo Coimbra
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, EDUCAÇÃO INCLUSIVA, ALUNOS, AUTISMO, ESTUDOS DE CASO, BRASIL, GOIÁS, EDUCATION, INCLUSIVE EDUCATION, STUDENTS, AUTISM, CASE STUDIES, BRAZIL, GOIÁS