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Fatores que influenciam a evasão de alunos com transtorno do espectro autista na educação de jovens e adultos: desafios e estratégias inclusivas no contexto maranhense
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| Dissertação de mestrado_39380 | 1.76 MB | Adobe PDF |
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Abstract(s)
A inclusão educacional tem se consolidado como um dos pilares das políticas públicas no Brasil, mas ainda enfrenta desafios significativos, especialmente na Educação de Jovens e Adultos (EJA). Este trabalho investiga os fatores que influenciam a evasão de alunos com Transtorno do Espectro Autista (TEA) na EJA, com foco no estado do Maranhão. A pesquisa tem como objetivo geral compreender os fatores que contribuem para a evasão escolar de alunos com transtorno do espectro do autismo matriculados na Educação de Jovens e Adultos (EJA) no Maranhão e listar quais as estratégias e práticas pedagógicas que poderão ser utilizadas pelos professores para diminuir esta evasão.
A metodologia utilizada foi de quantitativa, por meio da aplicação de questionários a 32 educadores e gestores da EJA no Maranhão. Os principais resultados revelaram que a evasão é influenciada por fatores como a falta de recursos adaptados, práticas pedagógicas inadequadas, barreiras sociais e estigmas, além de condições socioeconômicas desfavoráveis. A pesquisa também destacou a importância do envolvimento ativo das famílias e da formação docente contínua para atender às especificidades dos alunos com TEA. Acredita-se que as reflexões e recomendações apresentadas possam contribuir para o avanço das práticas pedagógicas e o fortalecimento da inclusão educacional no Brasil.
Educational inclusion has been consolidated as one of the pillars of public policies in Brazil, but it still faces significant challenges, especially in Youth and Adult Education (EJA). This work investigates the factors that influence the dropout rate of students with Autism Spectrum Disorder (ASD) at EJA, focusing on the state of Maranhão. The research has the general objective of understanding the factors that contribute to school dropout among students with autism spectrum disorder enrolled in Youth and Adult Education (EJA) in Maranhão and listing which strategies and pedagogical practices can be used by teachers to reduce this evasion. The methodology used was quantitative, through the application of questionnaires to 32 EJA educators and managers in Maranhão. The main results revealed that dropout rates are influenced by factors such as the lack of adapted resources, inadequate pedagogical practices, social barriers and stigmas, in addition to unfavorable socioeconomic conditions. The research also highlighted the importance of active involvement of families and continuous teacher training to meet the specificities of students with ASD. It is believed that the reflections and recommendations presented can contribute to the advancement of pedagogical practices and the strengthening of educational inclusion in Brazil.
Educational inclusion has been consolidated as one of the pillars of public policies in Brazil, but it still faces significant challenges, especially in Youth and Adult Education (EJA). This work investigates the factors that influence the dropout rate of students with Autism Spectrum Disorder (ASD) at EJA, focusing on the state of Maranhão. The research has the general objective of understanding the factors that contribute to school dropout among students with autism spectrum disorder enrolled in Youth and Adult Education (EJA) in Maranhão and listing which strategies and pedagogical practices can be used by teachers to reduce this evasion. The methodology used was quantitative, through the application of questionnaires to 32 EJA educators and managers in Maranhão. The main results revealed that dropout rates are influenced by factors such as the lack of adapted resources, inadequate pedagogical practices, social barriers and stigmas, in addition to unfavorable socioeconomic conditions. The research also highlighted the importance of active involvement of families and continuous teacher training to meet the specificities of students with ASD. It is believed that the reflections and recommendations presented can contribute to the advancement of pedagogical practices and the strengthening of educational inclusion in Brazil.
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Keywords
Educação inclusiva Autismo Educação de jovens e adultos Inclusive education Autism Youth and adult education