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Pinto, Sulamyta da Silva (2013)
Publisher: Universidade Federal do Espírito Santo
Languages: Portuguese
Types: Master thesis
Subjects: Phenomenology, Práticas Pedagógicas, Pedagogical Practices, :CIENCIAS HUMANAS::EDUCACAO [CNPQ], Autismo, Educação Inclusiva, Inclusive Education, Fenomenologia, Autism
O presente estudo de foco fenomenológico se propôs analisar as práticas pedagógicas direcionadas a um educando com autismo, matriculado na turma de primeiro ano do ensino fundamental, de um Centro de Educação Infantil conveniado à rede pública municipal de ensino, de Cariacica, Espírito Santo. O estudo ainda buscou identificar quais as concepções que os educadores possuíam acerca da temática do autismo e da educação inclusiva, bem como observar as relações estabelecidas entre educadores e educando e os aspectos da socialização do sujeito com os demais colegas de turma e professores. O estudo se desenvolveu a partir de uma abordagem qualitativa, cuja metodologia se baseou no estudo de caso fenomenológico. Como instrumentos de coleta de dados utilizou-se entrevistas semiestruturadas, registro em diário de campo, análise documental e registro fotográfico. O aporte teórico utilizado pela pesquisa se baseou na interlocução entre as contribuições do campo da educação inclusiva e a Filosofia Fenomenológica de Martin Heidegger e Maurice Merleau-Ponty, partindo da analítica existencial do Ser, considerando o sujeito com autismo como ser-no-mundo e discutindo as relações estabelecidas entre os sujeitos, tal como postula Merleau-Ponty. Como resultados do estudo, constatou-se os desafios colocados pela proposta de educação inclusiva e o desconhecimento à respeito do autismo, redundando numa visão estereotipada do sujeito bem como um baixo investimento nas relações com o educando nos momentos lúdicos. Apontamos também para a necessidade de uma prática pedagógica sistemática e contextualizada direcionada ao educando com autismo, possibilitada pela observação e o registro rigoroso do cotidiano vivido no contexto escolar, a fim de conhecer as necessidades do sujeito. Para tal urge considerar o planejamento do professor como lugar de sistematização da prática educativa This study focused phenomenological proposed to analyze the pedagogical practices directed to a student with autism enrolled in the class of first year of elementary school, an Early Childhood Center agreement with the municipal public education, Cariacica, Espírito Santo. The study also sought to identify the concepts that educators had on the subject of autism and including education as well as to observe the relations between educators and educating and socializing aspects of the subject with other classmates and teachers. The study was conducted from a qualitative approach, whose methodology was based on the phenomenological case study. As instruments of data collection was used semi-structured interviews, field journaling, documentary analysis and photographic record. The theoretical framework used for the research was based on dialogue between the contributions of the field of inclusive education and Phenomenological Philosophy of Martin Heidegger and Maurice Merleau-Ponty, from the existential analytic of Being, considering the subject with autism as being in the world and discussing the relations between subjects, as Merleau-Ponty posits. The results of the study, it was found the challenges posed by the proposed inclusive education and ignorance about the autism, resulting in a stereotypical view of the subject as well as a low investment in the relationship with the student in playful moments. We also point to the need for a systematic and contextualized pedagogical practice directed to the student with autism, enabled by rigorous observation and recording of everyday living in the school context in order to meet the needs of the subject. To consider planning such urges the teacher as a place of systematization of educational practice