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dc.contributor.advisorDrago, Rogério-
dc.identifier.citationGONRING, Vilmara Mendes. A criança com Síndrome de Asperger na educação infantil: um estudo de casos. 2014. 142 f. Dissertação (Mestrado em Educação) - Programa de Pós-Graduação em Educação, Universidade Federal do Espírito Santo, Centro de Educação, Vitória, 2014.por
dc.rightsopen accesseng
dc.subjectPráticas pedagógicaspor
dc.subjectSpecial educationeng
dc.subjectSchool inclusioneng
dc.subjectAsperger Syndromeeng
dc.subjectPedagogical practiceeng
dc.titleA criança com Síndrome de Asperger na educação infantil : um estudo de casospor
dc.subject.udc37-ção especialporão escolarporática de ensinopor, Síndrome depor
dcterms.abstractThis work analyzes the evaluation instrument Provinha Brazil, to investigate grafofonicas relations, which have been prioritized and considered adequate to assess the literacy of children in Brazil. Specifically deals with the uniqueness of thems, through document analysis used as a reference for the format of the tests Provinha tests by examining the grafofônicas relations, on the evidence of the object issues It also seeks to ascertain the links of the reference document and grafofônicas questions to the theories of linguistics field. The study is based on theoretical linguistics as Cagliari (1998, 1999, 2008), Teberosky (2000), Oliveira (2005), Lemle (2007) and Silva (2012). It is characterized, methodologically, as a qualitative research evidence base. The study assumes the hypothesis that Provinha Brazil is being used to mark that designs "literacy as the development of understanding of the operating rules of the alphabetic writing system" (INEP, 2012, p. 8), restricts, through its items issues, the evaluation of literacy only to grafofonicas relations taken as the simplest of alphabetic writing system. It concludes that the tests applied in the 2008-2012 period privilege, the issues, the initial syllable word recognition, recognition of the initial letter and global word. Highlights also the issues, the preference for two-way relationship between phonemes and graphemes, dealing in character mutual unambiguit, other grafofônicas relationships that have variation in the positional value of letters that represent different sounds, sounds represented by different letters or even letters representing the same sound being equal. The analyzes support the hypothesis of research, since the Provinha, when considering the grafofônicas relations simpler functioning as a guide elements to assess whether a child, in Brazil, is or illiterate, institutionalize these relations as a prerequisite for the entry of children in reading and writing universe, disregarding the production of knowledge in the field of linguistics and reducing drastically the notion of literacy in its various dimensionspor
dcterms.abstractThis study aims at understanding the pedagogical actions taken by a municipal school in the City of Vitoria, ES, Brazil regarding the school inclusion process of a child with Asperger Syndrome in the elementary school setting. The study relied on theoretical contributions of the historical-cultural matrix studies and authors dedicated to studying childhood, such as Kramer, Sarmento and Aries, among others, as well as researchers interested in investigating the premises of Special Education from an inclusive perspective. As theoretical-methodological basis, it is grounded on ethnographic case-study, which advocates that, through scientific research, it is possible to produce knowledge about social reality. The investigation was carried out in a municipal elementary school in the City of Vitoria, ES, Brazil, involving a child with Asperger Syndrome, teachers, pedagogues, school principal and the child's parent (or guardian). Data gathering took place between March 2013 and September 2013. The researcher was once or twice a week in the field, participating in class observation, class planning and teacher continuing education, as well as observing informal moments such as entrance, break time and leaving. The study was organized in four lines: a) actions implemented in favor of the school inclusion process for students with Asperger Syndrome in the preschool setting; pedagogical plan adopted by CMEI “Alegria da Cinderela”: Space for planning classes, training and use of pedagogical support for school inclusion; C) conceptions by professionals involved in the study and by the family, regarding Asperger Syndrome; d) main possibilities and/or difficulties found by the school in the learning-teaching process of a child with Asperger Syndrome. The results show the importance of thinking about these children as individuals with the right and capability to learn; the need of investing on initial and continuing education of teachers, so as students have higher chances of learning; urgency of teachers to take school inclusion as an ethical movement committed to education and recognition of human diversity/difference; recognition of elementary school everyday life as a rich space for children to develop and produce knowledge with their peers through teaches’ pedagogical mediationeng
dcterms.creatorGonring, Vilmara Mendes-
dc.publisher.programPrograma de Pós-Graduação em Educaçãopor
dc.publisher.courseMestrado em Educaçãopor
dc.contributor.refereeCoelho, Geide Rosa-
dc.contributor.refereeOliveira, Ivone Martins de-
dc.contributor.refereeDelboni, Tânia Mara Zanotti Guerra Frizzera-
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