Trabalho docente na inclusão escolar de alunos com diagnóstico de Transtorno do Espectro Autista/deficiência intelectual e Síndrome de Edwards
Nenhuma Miniatura disponível
Data
2017-07-21
Autores
Valladão, Helen Malta
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Federal do Espírito Santo
Resumo
This study aimed to analyze the dilemmas, challenges and possibilities of teaching
work carried out in a common initial grades elementary school classroom of the
municipal network of Vitória/ES, which has enrollments of students with a diagnosis
of Autistic Spectrum Disorder / Intellectual Disability and Edwards Syndrome, as well
as to understand the concept of inclusion, the sharing of responsibilities; analyze the
evaluations related to the pedagogical practices developed in the classroom for the
target public students of Special Education; and to act in context, with a view to
collaboratively construct pedagogical practices that respond to the educational
demands of the students in the class and, especially, the students diagnosed with
TEA / DI and Edwards Syndrome.It seeks to know the teaching and learning process
lived by the target audience of Special Education in this teaching system. Lev
Semenovitch Vygotsky and Norbert Elias supported the reflections because they
reject the abstract subject of knowledge and insist on the need to consider it
immersed in social and language. Both Elias (1994) and Vygotsky (1989) are authors
who adopt the idea of development as the central process of their theories and the
emphasis on the interrelationships of "concrete" individuals. Therefore, this study
proposes a pedagogical posture that conjectures a conception of man that allows
understanding the processes of development and learning of the target public
students of Special Education. We support the conceptions of language, linguistic
symbol, word and speech and their implications in the processes of individualization /
internalization, as developed in the works of these two authors. This is a qualitative
research, outlined in the collaborative-critical action research assumptions for
believing in the learning possibilities that can occur in the intervention developed with
two students, a student diagnosed with Autism Spectrum Disorder / Intellectual
Deficiency and another student with diagnosis of Edwards Syndrome, inserted in a
4th grade class of elementary school, articulating theory and practice in the
collaborative action with the teacher of the common teaching, the specialized teacher
and the pedagogue that accompanies the initial grades. As methodological
procedures, we used participant observation in all learning units of the teaching unit,
semi-structured interviews with the teacher of the common teaching, the specialized
teacher and the pedagogue that works with the students of the initial years and
acting in context with collaborative work with the teacher of the classroom and
performance in context with records made in the logbook, photographs and recorded
audios. As a result, we perceive the importance of all school professionals involved in
the inclusion process and their interdependencies relationships. We conclude our
research showing that the collaborative work has been shown as a way that
associated with the continued formations and the applicability of the current
legislation assure an inclusion that guarantees the development of all involved in the
educational process.
Descrição
Palavras-chave
School inclusion , Collaborative work , Interdependence , Inclusão escolar , Trabalho colaborativo , Público-alvo da Educação Especial