Título: | BETWEEN THE HOPENESS AND THE LIMIT: A STUDY ABOUT INCLUSION OF STUDENTS WITH AUTISM IN REGULAR CLASSES | ||||||||||||||||||||||||||||||||||||||||
Autor: |
DAYSE CARLA GENERO SERRA |
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Colaborador(es): |
JUNIA DE VILHENA - Orientador |
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Catalogação: | 04/MAI/2009 | Língua(s): | PORTUGUESE - BRAZIL |
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Tipo: | TEXT | Subtipo: | THESIS | ||||||||||||||||||||||||||||||||||||||
Notas: |
[pt] Todos os dados constantes dos documentos são de inteira responsabilidade de seus autores. Os dados utilizados nas descrições dos documentos estão em conformidade com os sistemas da administração da PUC-Rio. [en] All data contained in the documents are the sole responsibility of the authors. The data used in the descriptions of the documents are in conformity with the systems of the administration of PUC-Rio. |
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Referência(s): |
[pt] https://www.maxwell.vrac.puc-rio.br/projetosEspeciais/ETDs/consultas/conteudo.php?strSecao=resultado&nrSeq=13415&idi=1 [en] https://www.maxwell.vrac.puc-rio.br/projetosEspeciais/ETDs/consultas/conteudo.php?strSecao=resultado&nrSeq=13415&idi=2 |
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DOI: | https://doi.org/10.17771/PUCRio.acad.13415 | ||||||||||||||||||||||||||||||||||||||||
Resumo: | |||||||||||||||||||||||||||||||||||||||||
The present work aims at analyzing the process of inclusion of autistic children in
two public schools of two municipal districts of Rio de Janeiro lowlands. For this
purpose, a bibliographical literature reviewing on autism, educational inclusion and social
exclusion was carried out, including field research, where interviews were done with
teachers and school directors who work directly with the autistic children, their relatives
and classroom colleagues. In spite of the inclusive discourses which permeate the school
community and the main documents and legislation, which justifies the pedagogic
practices, the educational inclusion of autistic children is still weak and inefficient. The
intolerance, distancing and exclusion are present in the majority of the interpersonal
relations with autistic individuals and their relatives. It is necessary to reformulate the
educational and health public policies so that the inclusion, with the meaning of
socialization, learning and development, happen to the great majority of the of schools,
and that the students with special educational needs, in particular the autistic ones, have
not only the guarantied right of access but also the right of staying at school. The
inclusion by force of law does not offer guaranties that the pedagogic practices are in fact
inclusive, and one of the central points is the reformulation of the teachers learning for
the work with diversity. The relationship between education and health are necessary as
the early diagnosis of autism guaranties that the pedagogical interventions offer more
favorable results. It is also necessary that the relatives can count on therapeutic care to
guarantee a better mental health to properly take care of their children and overcome
conflicts and pains related to the autism. Inclusion without the proper teachers training,
the support of the colleagues and the participation of the relatives can represent,
paradoxically, the worst of the exclusions.
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