InclusÃo de alunos autistas no ensino regular: concepÃÃes e prÃticas pedagÃgicas de professores regentes

AUTOR(ES)
DATA DE PUBLICAÇÃO

2007

RESUMO

This research had discussed and analysed the inclusive classroom teacherâs constructs about pupils with autism and the influence of their constructs on their pedagogic practices. It apprehended teacherâs constructs on the educational inclusion process, autism causes and characteristics, advantages, pros and cons found by pupils with autism in the inclusion process. It investigated teacherâs opinion about their qualification regarding inclusion and, in particular, the inclusion of pupils with autism. It identified resources and adaptations made by teachers into their practice on teaching pupils with autism in inclusive classrooms. The methodology design was qualitative and, the research ethnographic. Twenty three semi-structured interviews were done with teachers form the 1st to the 6th levels of the elementary school of State schools of the Regional Management of Plano Pilto/Cruzeiro of the Federal District. The theoretical approach used was psychoanalytic depicting the singularity and vicissitudes of the constitution of the autistic subject. Analyses of the interviews were organized in thirteen thematic categories. Results indicated that, although teachers have an adequate academic qualification, their constructs and practices on the inclusion of pupils with autism in schools are limited and restricted, focusing, in particular aspects of the socialization and democratization of education. Their perceptions on autism permit that the idea of autistics living in a separate world isolated from reality continues. The autism concept was based on the hegemonic medical discourse that emphasizes the nosography characteristics of the spectrum and is based on determinist and conclusive organic causes. Information on aspects that facilitate or make difficult the inclusion of autistics in mainstream education make, in its majority, a counterbalance and, are over all about the behavioural and cognitive characteristics of pupils. Complaints about specific qualification were persistently recurrent. The majority of the interviewees make use of some kind of curriculum adaptation. Findings point to a correlation and similarity of constructs and pedagogic practices between both investigated teachers groups. Therapeutic education, inter-disciplinary practice which objectivises the autistic subjectâs psychic rehabilitation were presented as an educational approach for the pupils with autism included in the mainstream education, as well as the creation of an interlocution space for teachers to be listened in order to them to re-signify their worries and review their certainties, deconstruct knowledge and, learn to live with the radical impossibility of an ideal education, trusting in the knowledge and in the desire that through education, a subject-student may emerge.

ASSUNTO(S)

educaÃÃo terapÃutica therapeutic education inclusÃo escolar psicologia educacional educational inclusion psychoanalyses autism

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