Albabetização e letramento de alunos autistas e asperger da rede municipal de ensino da zona leste de Manaus/AM o que pensam os professores do ensino fundamental
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2022
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Na perspectiva da educação inclusiva, a educação especial passou a integrar a
proposta pedagógica da escola regular, buscando promover o atendimento às
necessidades educacionais especiais de alunos com deficiência, transtornos globais
de desenvolvimento e altas habilidades/superdotação. Nestes casos e outros, que
implicam transtornos funcionais específicos, a educação especial deve atuar de
forma articulada com o ensino comum, orientando para o atendimento às
necessidades educacionais especiais desses alunos. O objetivo geral dessa
pesquisa foi analisar como ocorre o processo de educação inclusiva em duas
escolas denominadas “A e B” da rede municipal de ensino da zona leste na cidade
da cidade de Manaus - Amazonas - Brasil, verificando todo o processo de
alfabetização de alunos com necessidades especiais, quanto ao desenvolvimento e
socialização de alunos portadores de autismo típico e atípico ou com síndrome de
asperger. Utilizamos como metodologia a pesquisa de campo, descritiva, com
abordagem qualitativa. Os resultados apontaram que atualmente o método utilizado
na rede municipal de ensino da Zona Leste da Cidade de Manaus tem sido o misto
(analítico e sintético), já havendo estudos que comprovam sua eficácia seja com
alunos especiais ou não. Porém, sempre há exceções. Há casos de alunos que se
alfabetizam por outros métodos, sejam eles o letramento ideovisual, os quais
possuem características particulares diferentes do método fônico. Tudo dependerá
das características de cada aluno e o método sempre será escolhido de acordo com
as características e necessidades do aluno, não possuindo um caráter impositivo. E
que na modalidade de alfabetização e educação de crianças, jovens e adultos e
educação profissional, as ações da educação especial devem promover e
possibilitar a ampliação de oportunidades de escolarização, a formação para
ingresso no mundo do trabalho, a efetiva inclusão e participação social, evitando e
minimizando a segregação pelo processo de socialização educacional.
From the perspective of inclusive education, special education became part of the pedagogical proposal of the regular school, seeking to meet the special educational needs of students with disabilities, global developmental disorders and high abilities/giftedness. In these cases and others, which imply specific functional disorders, special education must act in conjunction with common education, guiding them to meet the special educational needs of these students. The general objective of this research was to analyze how the process of inclusive education takes place in two schools called "A and B" of the municipal education system in the eastern zone of the city of Manaus - Amazonas - Brazil, verifying the entire process of literacy for students with special needs, when it comes to the development and socialization of students with typical and atypical autism or with asperger syndrome. We used descriptive field research as a methodology with a qualitative approach. The results showed that currently the method used in the municipal education system in the East Zone of the City of Manaus has been mixed (analytical and synthetic), with studies already proving its effectiveness with special or non-special students. However, there are always exceptions. There are cases of students who become literate by other methods, whether they are ideovisual literacy, which have particular characteristics different from the phonic method. Everything will depend on the characteristics of each student and the method will always be chosen according to the student's characteristics and needs, not having an imposing character. And that in the modality of literacy and education of children, youth and adults and professional education, special education actions should promote and enable the expansion of schooling opportunities, training for entry into the world of work, effective inclusion and social participation, avoiding and minimizing segregation through the educational socialization process.
From the perspective of inclusive education, special education became part of the pedagogical proposal of the regular school, seeking to meet the special educational needs of students with disabilities, global developmental disorders and high abilities/giftedness. In these cases and others, which imply specific functional disorders, special education must act in conjunction with common education, guiding them to meet the special educational needs of these students. The general objective of this research was to analyze how the process of inclusive education takes place in two schools called "A and B" of the municipal education system in the eastern zone of the city of Manaus - Amazonas - Brazil, verifying the entire process of literacy for students with special needs, when it comes to the development and socialization of students with typical and atypical autism or with asperger syndrome. We used descriptive field research as a methodology with a qualitative approach. The results showed that currently the method used in the municipal education system in the East Zone of the City of Manaus has been mixed (analytical and synthetic), with studies already proving its effectiveness with special or non-special students. However, there are always exceptions. There are cases of students who become literate by other methods, whether they are ideovisual literacy, which have particular characteristics different from the phonic method. Everything will depend on the characteristics of each student and the method will always be chosen according to the student's characteristics and needs, not having an imposing character. And that in the modality of literacy and education of children, youth and adults and professional education, special education actions should promote and enable the expansion of schooling opportunities, training for entry into the world of work, effective inclusion and social participation, avoiding and minimizing segregation through the educational socialization process.
Descrição
Orientação: Óscar Conceição de Sousa
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, POLÍTICA EDUCATIVA, ALFABETIZAÇÃO, EDUCAÇÃO ESPECIAL, AUTISMO, SÍNDROME DE ASPERGER, INCLUSÃO ESCOLAR, MANAUS, BRASIL, EDUCATION, EDUCATIONAL POLICY, LITERACY, SPECIAL EDUCATION, AUTISM, ASPERGER SYNDROME, SCHOOL INCLUSION, BRAZIL