Conta-me como foi : percursos escolares de jovens e adultos com deficiência e transtorno global do desenvolvimento, mediados por processos de compensação sociopsicológica
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Data
2014-03-13
Autores
Teixeira, Renata Imaculada de Oliveira
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Universidade Federal do Espírito Santo
Resumo
This study investigates the school career of young people with disabilities and
pervasive developmental disorder (PDD), aiming to highlight aspects that may have
contributed to the appearance of processes of social-psychological compensation
which promote learning and development in their academic and professional lives. It
bases on the thesis that the entrance of people, in this condition, in technical
courses, high school and higher education, in the field of professional and
technological education, is possible thanks to mediations and interactions that
positively contribute to their previous school careers, considering the history of
exclusion that they passed and still pass. The study adopts the cultural-historical
approach as theoretical contribution, mainly Vygotsky´s studies, which help to
understand the subjectivity constitution of young people with disabilities and PDD
and the prospection of their lives as professionals, focusing on the processes of
social compensation, starting from the investigation of their school careers.
Simultaneously, it focuses on Walter Benjamin's studies about history philosophy to
understand the writing of the past, the memory, the historical time, the narrative,
among other aspects. Three youths are defined as individuals of the study, students
of professional and technological education of the Federal Institute for Professional
and Technical Education of Espírito Santo (Ifes), enrolled at different campuses: a
girl: student diagnosed with PDD associated with psychosis, and two lads: a deaf
student and a student with autism, each one, in their specificity, narrating their life
story from childhood to the present, focusing on situations experienced in school
career, relationships with family, images of themselves and of their disabilities and
expectations for the professional future. This study considers, as categories of
analysis, the memories of childhood, the aspects of school career that prevail in the
speeches of the individuals, the inclusion in the professional education, the marks of
themselves in relations with the Other and the clues to think about school inclusion
based on told stories which evidence the processes of social-psychological
compensation. Based on the life stories of the researched individuals, it is concluded
that even facing the dilemmas and difficulties experienced by them in their school
career, the learning of the person with disabilities and PDD is possible, because they
can enter and stay in a regular school. It is also concluded that socioeconomic
conditions and family support establish a factor that greatly contributes to these
individuals, each one in their own way, may have access to school and remain there,
as well as reaching processes of social-psychological compensation.
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Palavras-chave
Histórias de vida , Percurso escolar , Jovens e adultos com deficiência , Abordagem histórico-cultural , Life stories , School career , Youths and adults with disabilities , Cultural-historical approach