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Publication
A atividade de docência e transtorno do espectro do autismo em ensino regular: percepção dos desafios e possibilidades
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| Dissertação_de_mestrado_42186 | 813.21 KB | Adobe PDF |
Advisor(s)
Abstract(s)
Este trabalho teve como premissa a discussão do papel do docente aplicado à disseminação do conhecimento em turmas onde haja alunos com necessidades especiais, dando ênfase ao Transtorno do Espectro Autista (TEA). Foi tida em consideração a intensidade de apresentação, bem como os possíveis comprometimentos de linguagem ou do comportamento que porventura sejam apresentados. A condição patológica que pressupõe comprometimento do sistema psicomotor e comportamental indica, em tese, haver um problema no cérebro humano. A percepção de sinais e sentidos deverá ser objeto de constante estudo, visando compor bases sólidas para definição das habilidades cerebrais, suas possíveis limitações e a importância de compor uma atmosfera favorável, que venha conferir autoconfiança, contribuindo para que fortaleça a discussão de assuntos apresentados em sala de aula, respeitando o tempo de resposta a cada estímulo, entendendo que desafios propostos virão gerar subsídios para superar as dificuldades do cotidiano, sendo de fundamental importância para tornar-se um adulto preparado as grandes questões que se impuserem. A formação de um corpo docente conhecedor para lidar com cenários desta natureza, passa, necessariamente, por um processo de formação, onde bases sólidas possam ser apresentadas, enfatizando a importância de estabelecer relação professor-aluno de forma solidária, participativa, questionadora, estimulando o compromisso cognitivo e inserção no contexto, processo de fundamental importância tanto para a socialização quanto para discussão e esclarecimento dos assuntos abordados, propriamente ditos, favorecendo a obtenção do conhecimento. Este trabalho constitui-se tema de interesse no estabelecimento de conceitos e propostas para aplicação em instituição de ensino, especificamente para alunos do ensino fundamental apresentando quadro de autismo, considerando situações específicas relativas aos cuidados dispensados, com a presença ou não de mediadores, visando fortalecer os processos envolvidos no trabalho de disseminação do conhecimento; ênfase às dificuldades geradas e possíveis soluções aplicadas para casos específicos. Ressalta-se a importância de um ambiente colaborativo e atuação conjunta de profissionais multidisciplinares, viabilizando uma condição natural favorável à obtenção do conhecimento, estabelecendo canais para contribuir para fixação de conceitos e melhora no processo de socialização. É apresentado estudo de caso para discussão sobre a inclusão de aluno do ensino regular diagnosticado com Transtorno do Espectro do Autista (TEA), com questionamento direcionado ao docente para melhor compreensão do quadro educacional.
This paper aims to discuss the role of teachers applied to the dissemination of knowledge in classes where there are students with special needs, emphasis on Autism Spectrum Disorder (ASD) in its essence, considering their respective intensities of presentation, as well as the possible language or behavioral impairments that may be presented. The pathological condition that presupposes impairment of the psychomotor and behavioral system indicates, in theory, that there is a problem in the human brain. The perception of signs and meanings should be the object of constant study, aiming to make up solid foundations for the definition of brain abilities, their possible limitations and the importance of compound a favorable atmosphere, in an adult prepared the great questions that are imposed. The formation of a faculty skilled to deal with scenarios of this nature necessarily goes through a recycling process, where solid bases can be presented, emphasizing the importance of establishing a teacher-student relationship in a solidary, participatory, questioning way, stimulating cognitive impairment and insertion in the context, a process of fundamental importance to become an adult prepared the big issues that are imposed. The formation of a faculty skilled to deal with scenarios of this nature necessarily goes through a recycling process, where solid bases can be presented, emphasizing the importance of establishing a teacher-student relationship of the subjects addressed, itself, favoring the obtaining of knowledge. This work is a theme of interest in the establishment of concepts and proposals for application in an educational institution, specifically for elementary school students presenting autism, considering specific situations related to the care provided, with the presence or non-mediators, specific in such a way as to list all the processes involved in the work of dissemination of knowledge, the difficulties generated and possible solutions applied to specific cases. Emphasis on the importance of a collaborative environment and the performance of multidisciplinary professionals, enabling a natural condition favorable to obtaining knowledge, establishing channels to contribute to the fixation of concepts and improvement in the socialization process. Ultimately, a case study is presented to discuss the inclusion of a regular school student diagnosed with TEA, with arguments to teacher in order to understand the picture as a whole.
This paper aims to discuss the role of teachers applied to the dissemination of knowledge in classes where there are students with special needs, emphasis on Autism Spectrum Disorder (ASD) in its essence, considering their respective intensities of presentation, as well as the possible language or behavioral impairments that may be presented. The pathological condition that presupposes impairment of the psychomotor and behavioral system indicates, in theory, that there is a problem in the human brain. The perception of signs and meanings should be the object of constant study, aiming to make up solid foundations for the definition of brain abilities, their possible limitations and the importance of compound a favorable atmosphere, in an adult prepared the great questions that are imposed. The formation of a faculty skilled to deal with scenarios of this nature necessarily goes through a recycling process, where solid bases can be presented, emphasizing the importance of establishing a teacher-student relationship in a solidary, participatory, questioning way, stimulating cognitive impairment and insertion in the context, a process of fundamental importance to become an adult prepared the big issues that are imposed. The formation of a faculty skilled to deal with scenarios of this nature necessarily goes through a recycling process, where solid bases can be presented, emphasizing the importance of establishing a teacher-student relationship of the subjects addressed, itself, favoring the obtaining of knowledge. This work is a theme of interest in the establishment of concepts and proposals for application in an educational institution, specifically for elementary school students presenting autism, considering specific situations related to the care provided, with the presence or non-mediators, specific in such a way as to list all the processes involved in the work of dissemination of knowledge, the difficulties generated and possible solutions applied to specific cases. Emphasis on the importance of a collaborative environment and the performance of multidisciplinary professionals, enabling a natural condition favorable to obtaining knowledge, establishing channels to contribute to the fixation of concepts and improvement in the socialization process. Ultimately, a case study is presented to discuss the inclusion of a regular school student diagnosed with TEA, with arguments to teacher in order to understand the picture as a whole.
Description
Keywords
Transtorno do espectro autista (TEA) Sistema psicomotor Sistema comportamental Função cognitiva Habilidades cerebrais Autism spectrum disorder (ASD) Psychomotor system Behavioral system Cognitive function Brain abilities