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Master's Dissertation
DOI
https://doi.org/10.11606/D.47.2012.tde-08112012-151609
Document
Author
Full name
Ricardo Schers de Goes
E-mail
Institute/School/College
Knowledge Area
Date of Defense
Published
São Paulo, 2012
Supervisor
Committee
Sekkel, Marie Claire (President)
Bueno, José Geraldo Silveira
Kohatsu, Lineu Norió
Title in Portuguese
A escola de educação especial: uma escolha para crianças autistas e com deficiência intelectual associada de 0 a 5 anos
Keywords in Portuguese
Autismo
Deficiência intelectual
Educação especial
Educação infantil
Inclusão escolar
Abstract in Portuguese
Esta dissertação de mestrado teve o objetivo de investigar os motivos que levaram os pais de crianças com autismo e deficiência intelectual associada a matricularem seus filhos na educação infantil em escolas de educação especial. Para atender o objetivo proposto, esta pesquisa apresenta um panorama da educação infantil no Brasil, com destaque para a questão da educação especial, abordando as suas ambiguidades presentes nas normas e legislação, além de discutir a respeito da falta de consenso e fragilidade na conceituação e caracterização do autismo e da deficiência intelectual. Foram realizadas entrevistas com pais de crianças com autismo e deficiência intelectual associada, que frequentaram a educação infantil em escola de educação especial. O que se observou nas entrevistas foi que os pais buscaram inicialmente a escola regular para seus filhos, mas devido às dificuldades encontradas, acabaram escolhendo por retirá-los da escola regular e matriculá-los em escolas privadas de educação especial, por acreditarem que estas escolas podem oferecer melhores condições para o processo de escolarização de seus filhos. Ao analisarmos os relatos dos pais à luz da Teoria Critica da Sociedade, levantamos alguns indícios de que a escola de educação especial muitas vezes aparece como a melhor possibilidade de escolarização para crianças com autismo de e deficiência intelectual associada, logo, esta escolha dos pais apresenta uma coerência. No entanto, não houve resistência e enfrentamento dos pais ao se depararem com as dificuldades na inclusão de seus filhos nas escolas de ensino regular, o que indica uma atitude de adaptação destes pais em relação aos limites impostos à escolarização de seus filhos com autismo e deficiência intelectual associada. Além disso, discutimos a questão de que a educação infantil pode ser um ambiente inclusivo dado às condições adequadas para que as crianças tenham contato com a diversidade, ou seja, crianças com e sem deficiências frequentando a mesma escola, podem por esta aproximação ter uma diminuição do preconceito para com o diferente
Title in English
The special education school, a choice for children with autism and intellectual disability associated with 0-5 years
Keywords in English
Autism
Early childhood education
Intellectual disabilities
School enrollment
Special education
Abstract in English
This dissertation aimed to investigate the reasons that parents of children with autism and intellectual disability associated with enrolling their children in early childhood education in special education schools. To meet the proposed objective, this research presents an overview of early childhood education in Brazil, highlighting the issue of special education, approaching their present ambiguity in the rules and legislation, and to discuss about the fragility and lack of consensus in the conceptualization and characterization of autism and intellectual disabilities. Interviews were conducted with parents of children with autism and intellectual disability associated with, who attended early childhood education in special education school. What was observed in the interviews was that parents initially sought a mainstream school for their children, but due to difficulties, just by choosing to remove them from regular school and enroll them in private schools for special education because they believe that these schools may offer better conditions for the process of schooling of their children. When analyzing the parental reports in the light of Critical Theory of Society, lifted some evidence that the special education school often appears as the best possible education for children with autism and intellectual disability associated, so that parental choice has consistency. However, there was no resistance and coping of parents faced with the difficulties in including their children in mainstream schools, which indicates an attitude adjustment of parents in relation to limits on the schooling of their children with autism and disabilities associated intellectual. Moreover, we discuss the question that early childhood education can be an inclusive environment given the right conditions for children to have contact with diversity and children with and without disabilities attending the same school, this approach may have a decreased prejudice toward different
 
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goes_corrigida.pdf (641.10 Kbytes)
Publishing Date
2012-11-26
 
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