Atendimento educacional ao aluno com autismo na Rede Municipal de Educação do Rio de Janeiro. Estudo de caso múltiplo
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2015
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A presente dissertação de mestrado elenca como temática de pesquisa o atendimento educacional ao aluno com autismo na Rede Municipal de Educação do Rio de Janeiro. É uma investigação que utiliza a abordagem qualitativa,utilizando a entrevista e observação de aulas, como técnicas de investigação. Por se constatar que os alunos com autismo estão sendo matriculados nas escolas regulares (Gomes & Mendes, 2010; Gonçalves, 2011; Melo & Sanches, 2014), procurou-se por meio desta pesquisa refletir, para compreender, sobre as ações implementadas pelos professores que estão atendendo as necessidades educacionais desses alunos. Optámos pelo estudo de caso múltiplo, tendo como sujeitos de investigação quatro alunos com autismo, dois frequentando a classe regular e dois, a classe especial. Através da observação da trajetória e atuação desses alunos, em classe, investigaram-se os diversos aspectos envolvidos no atendimento educacional dos mesmos nas duas classes distintas. Mediante os resultados das observações e entrevistas realizadas, destacamos algumas barreiras ao atendimento oferecido aos alunos inseridos tanto na classe regular como na classe especial. Na classe regular a falta de um planejamento colaborativo, incluindo a participação de todos os envolvidos na educação, professores e equipe técnico-pedagógica, e a ausência de adaptações curriculares, desconsiderando a singularidade de cada aluno; na classe especial a falta de um espaço de interlocução entre esses alunos e a escola como um todo, constituindo num isolamento dos mesmos no espaço escolar. E, nas duas classes, a falta de uma metodologia de ensino que atenda as características desses alunos, evidenciando a urgência de se ressignificar uma prática pedagógica centrada nas potencialidades e dificuldades dos alunos com autismo. Ressaltamos, também, a importância da parceria entre a Educação e a Saúde Mental Infantojuvenil, baseada no princípio da intersetorialidade, como forma de contribuir para a inclusão social, via escola, dos alunos com autismo.
This master's thesis lists as a research subject the educational attendance to the student with autism in the Municipal Education Network of Rio de Janeiro. It is an investigation that uses a qualitative approach, using the interview and observation of classes like investigation techniques. By to check that students with autism are being enrolled in regular schools (Gomes & Mendes, 2010; Gonçalves, 2011; Melo&Sanches, 2014), sought up through this research, reflect to comprehend, about the actions implemented by the teachers who are attending the educational needs of these students. We opted for the multiple case study, having as research subjects four students with autism, two of regular class and two of special class. Through the observation of the trajectory and performance of these students in class, we investigated the various aspects involved in the educational attendance of them in two different classes. From the results of observations and interviews performed, we highlight some barriers to the attendance offered to students placed in regular classrooms and to the students placed in special classes. In regular classrooms the lack of a collaborative planning, including the participation of all those involved in education, teachers and technical and pedagogical staff, and the absence of curricular adaptations, disregarding the uniqueness of each student; in the special class the lack of a dialogue space between these students and the school, as a whole, constituting an isolation of them in the school space. And, in the two classes, the lack of a teaching methodology that meets the characteristics of these students, highlighting the urgent need to reinvent a pedagogical practice centered on the potentialities and difficulties of students with autism. We stress also the importance of the partnership between the Education and the Mental Health of the child and the adolescent, based on the principle of intersectoriality, as a way to contribute for the social inclusion, through the school, of students with autism.
This master's thesis lists as a research subject the educational attendance to the student with autism in the Municipal Education Network of Rio de Janeiro. It is an investigation that uses a qualitative approach, using the interview and observation of classes like investigation techniques. By to check that students with autism are being enrolled in regular schools (Gomes & Mendes, 2010; Gonçalves, 2011; Melo&Sanches, 2014), sought up through this research, reflect to comprehend, about the actions implemented by the teachers who are attending the educational needs of these students. We opted for the multiple case study, having as research subjects four students with autism, two of regular class and two of special class. Through the observation of the trajectory and performance of these students in class, we investigated the various aspects involved in the educational attendance of them in two different classes. From the results of observations and interviews performed, we highlight some barriers to the attendance offered to students placed in regular classrooms and to the students placed in special classes. In regular classrooms the lack of a collaborative planning, including the participation of all those involved in education, teachers and technical and pedagogical staff, and the absence of curricular adaptations, disregarding the uniqueness of each student; in the special class the lack of a dialogue space between these students and the school, as a whole, constituting an isolation of them in the school space. And, in the two classes, the lack of a teaching methodology that meets the characteristics of these students, highlighting the urgent need to reinvent a pedagogical practice centered on the potentialities and difficulties of students with autism. We stress also the importance of the partnership between the Education and the Mental Health of the child and the adolescent, based on the principle of intersectoriality, as a way to contribute for the social inclusion, through the school, of students with autism.
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Orientação: Jorge Nassim Vieira
Najjar ; co-orientação: Isabel Rodrigues Sanches da Fonseca
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, EDUCAÇÃO ESPECIAL, AUTISMO, INTEGRAÇÃO ESCOLAR, PRÁTICAS EDUCATIVAS, ACOLHIMENTO INSTITUCIONAL, ESTUDOS DE CASO, NECESSIDADES EDUCATIVAS ESPECIAIS, BRASIL, RIO DE JANEIRO, EDUCATION, SPECIAL EDUCATION, AUTISM, SCHOOL INTEGRATION, EDUCATIONAL PRACTICES, INSTITUTIONAL CARE, CASE STUDIES, SPECIAL EDUCATIONAL NEEDS, BRAZIL, RIO DE JANEIRO