Ensino, Educação Básica e Formação de Professores

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http://repositorio.ufes.br/handle/10/17479
Programa de Pós-Graduação Ensino, Educação Básica e Formação de Professores

Centro: CCENS
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URL do programa: http://www.ensinoeeducacao.alegre.ufes.br/pt-br/pos-graduacao/PPGEEDUC

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Navegando Ensino, Educação Básica e Formação de Professores por Assunto "Autismo"

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    Políticas públicas de educação especial : um olhar para o atendimento dos estudantes com transtorno do espectro autista nas escolas do Caparaó capixaba
    (Universidade Federal do Espírito Santo, 2024-09-30) Costa, Suélen Rodrigues de Freitas; Anastácio, Simone Aparecida Fernandes ; https://orcid.org/0000-0002-7030-6748; http://lattes.cnpq.br/0532528200582514; https://orcid.org/0009-0003-6581-0864; http://lattes.cnpq.br/6339735839658429; França, Marileide Gonçalves; https://orcid.org/0000-0003-1690-6088; http://lattes.cnpq.br/2559896753127751; Borges, Carline Santos ; https://orcid.org/0000-0002-3792-6021; http://lattes.cnpq.br/3800459317089612
    This text presents the results of a master's research project linked to the School Practice, Teaching, Society and Teacher Training line of the Postgraduate Program in Basic Education and Teacher Training (PPGEEDUC) at the Federal University of Espírito Santo (UFES). The general objective was to analyze how education and special education policies are configured for students with Autism Spectrum Disorder (ASD) in the municipalities of Guaçuí, Ibitirama and Iúna, in the Caparaó Capixaba region. The considerations and interpretations that emerge from this research are based on the assumptions of historical-dialectical materialism, based on the historical-cultural approach and historical-critical pedagogy, based on the studies of authors such as Garcia (2013, 2016), Kassar (2011, 2014, 2023), Prieto (2006), Saviani (1999, 2003, 2008, 2009, 2014), Vygotsky (1983, 1989, 2006, 2010). Methodologically, it is based on qualitative research, of the case study type, with documentary analysis and semi-structured interviews focused on municipal Special Education policies. Three special education teachers, four regular classroom teachers, three pedagogical coordinators, a pedagogue and three representatives from the education departments responsible for special education in each municipality took part in the research. The data analysis follows elements of Bardin's (1977) content analysis technique. The results obtained indicate an exponential growth in the number of enrolments of students with ASD in the municipalities investigated. However, we also found a managerial logic of education and the insufficiency of the state to guarantee minimum Special Education policies, which culminates in an educational offer that does not meet the needs of students and often contributes to their exclusion even within the school, due to compromises related to financial planning, transparency of data and accessibility resources, adequate practices and qualified professionals. In the three municipalities investigated, we found that there have been moves to improve the provision of Special Education. However, the actions taken are still very simple when compared to the needs presented. We found weaknesses in the teacher training process and in the relationship between the university and the municipal networks, and there is a need to establish/strengthen links between these bodies through training and projects. The data also indicates the need to carry out research in the other municipalities in the Caparaó Capixaba region, delving deeper into issues related to funding for Special Education. These observations indicate the need to reformulate public policies in the municipalities investigated, through investments in infrastructure, teacher training and more precise guidelines for school inclusion