Alfabetiza??o de alunos com transtorno do espectro autista (TEA) : concep??es e pr?ticas dos professores

Autor: Almeida, Izabel Cristina Araujo
Přispěvatelé: Ribeiro, Solange Lucas
Jazyk: portugalština
Rok vydání: 2019
Předmět:
Zdroj: Biblioteca Digital de Teses e Dissertações da UEFS
Universidade Estadual de Feira de Santana (UEFS)
instacron:UEFS
Popis: Submitted by Bruno Matos Nascimento (brunomatos@uefs.br) on 2019-09-19T23:02:22Z No. of bitstreams: 1 DISSERTA??O VERS?O FINAL - entrega CD.pdf: 1801055 bytes, checksum: fb29122f432ae6673248ff0ddef51bce (MD5) Made available in DSpace on 2019-09-19T23:02:22Z (GMT). No. of bitstreams: 1 DISSERTA??O VERS?O FINAL - entrega CD.pdf: 1801055 bytes, checksum: fb29122f432ae6673248ff0ddef51bce (MD5) Previous issue date: 2019-03-21 Literacy is the beginning of a history of emancipation that is fundamental for every human being to constitute his identity and his position in the society in which he is inserted. Considering that the school has the function of building and systematizing scientific knowledge, and, receiving students with Autism Spectrum Disorder (TEA), who have peculiarities in their way of learning, it can be inferred that to alphabetize students with ASD is a complex process. In view of this, this research sought to investigate the conceptions and teaching practices that permeate the literacy process of children with ASD, searching for possible weaknesses and potentialities of this process. Thus, the central issue that guided the research was that literacy conceptions support the teaching practices of literacy students with ASD in the regular school. For this, we chose a qualitative approach, such as a case study and for data collection, semi-structured interviews and systematic observation of the work were done. The subjects of the research were ten teachers from the municipal public network of Feira de Santana, four of whom were regular teachers, five auxiliary teachers (trainees) and one teacher from the multifunction resource room (SRM), all of whom worked with students with ASD. It was based on a theoretical framework based mainly on Vygotsky's ideas about learning, development, mediation and other authors who research on inclusive education, literacy and students with ASD. The results show that there is still a long way to go in order for the literacy of the student with ASD to be effective, since the difficulties encountered by teachers in teaching practice are great, especially with regard to knowledge of literacy methods and styles of learning. students with ASD, due to the peculiarities of these students. The teachers consider that the difficulties are compounded by the gaps in initial and continuing teacher training, absence of articulated work between SRM teachers and other teachers, subjects who participate in the process, among others. However, despite the many challenges to be overcome, it was possible to verify that, although still very incipient, the use of method and the search for a systematization of procedures and the literacy of such students. A alfabetiza??o ? o come?o de uma hist?ria de emancipa??o fundamental para todo ser humano constituir sua identidade e sua posi??o na sociedade em que est? inserido. Considerando que a escola tem a fun??o de propiciar a constru??o e sistematizar os conhecimentos cient?ficos, e, recebendo alunos com Transtorno do Espectro Autista (TEA), que apresentam peculiaridades em sua forma de aprender, pode-se inferir que alfabetizar alunos com TEA, ? um processo complexo. Diante disso, esta pesquisa buscou investigar as concep??es e pr?ticas docentes que permeiam o processo de alfabetiza??o de crian?as com TEA, buscando as poss?veis fragilidades e potencialidades desse processo. Assim, a quest?o central que norteou a pesquisa foi, que concep??es de alfabetiza??o embasam as pr?ticas docentes dos alfabetizadores de alunos com TEA na escola regular. Para isso, optou-se por uma abordagem de natureza qualitativa, do tipo estudo de caso e para a coleta de dados, foram realizadas entrevistas semiestruturadas e a observa??o sistem?tica do trabalho. Os sujeitos da pesquisa foram dez professores da rede p?blica municipal de Feira de Santana, sendo, quatro de sala regular, cinco professores auxiliares (estagi?rios) e uma professora da sala de recursos multifuncionais (SRM), todos atuando com alunos com TEA. Para tanto pautou-se em um referencial te?rico embasado, principalmente, nas ideias de Vygotsky sobre aprendizagem, desenvolvimento e media??o e outros autores que pesquisam sobre educa??o inclusiva, alfabetiza??o e alunos com TEA. Os resultados evidenciam que ainda h? um longo caminho a ser percorrido para que a alfabetiza??o do aluno com TEA se efetive, visto que s?o grandes as dificuldades encontradas pelas professoras na pr?tica docente, sobretudo no que se refere ao conhecimento de m?todos de alfabetiza??o e estilos de aprendizagem de alunos com TEA, em virtude das peculiaridades desses alunos. As professoras consideram que as dificuldades s?o agravadas pelas lacunas na forma??o docente inicial e continuada, aus?ncia de trabalho articulado entre professoras da SRM e demais professoras, sujeitos que participam do processo, dentre outros. Entretanto, apesar dos muitos desafios a serem vencidos, foi poss?vel verificar que, embora ainda de forma muito incipiente, j? estava presente, na escola, atrav?s da professora da SRM, a utiliza??o de m?todo e a busca de uma sistematiza??o de procedimentos e conhecimentos para viabilizar a alfabetiza??o de tais alunos.
Databáze: OpenAIRE
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