Banca de DEFESA: ÉLIDA CRISTINA DA SILVA DE LIMA SANTOS

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : ÉLIDA CRISTINA DA SILVA DE LIMA SANTOS
DATE: 26/05/2023
TIME: 14:00
LOCAL: Defesa através de Conferência WEB
TITLE:

THE ARTICULATION BETWEEN SPECIALIZED EDUCATIONAL CARE AND EARLY CHILDHOOD EDUCATION IN THE INCLUSION OF CHILDREN WITH AUTISM SPECTRUM DISORDER: A STUDY CONDUCTED IN PUBLIC SCHOOLS IN THE CITY OF SALVADOR – BAHIA

KEY WORDS:

Specialized Educational Service. Child education. Autistic Spectrum Disorder. School inclusion.

PAGES: 240
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

The general objective of this thesis was to problematize the articulation between AEE and Early Childhood Education and its implications for the educational inclusion of children with ASD. For that, a qualitative research, case study type was carried out and for data collection interviews were carried out with fifteen education professionals, namely: coordinators, managers, AEE and early childhood education teachers from four municipal schools that had children with ASD enrolled in Kindergarten and who are supported by specialized educational services. The theoretical concept that guides this study is Vygotsky's cultural-historical approach. Data analysis and discussion were organized based on the content analysis technique, resulting in four categories, namely: 1. Specialized Educational Assistance in Early Childhood Education for children with ASD. 2. Barriers to articulation between AEE and Early Childhood Education. 3. Ideas to favor the articulation between Specialized Educational Assistance and Early Childhood Education. 4. Specialized Educational Service and the inclusion of children with ASD during the pandemic. The results showed that, despite the understanding that there is a need for articulation between SES teachers and ECE teachers and the efforts made by professionals to make interaction happen, the articulation still occurs in a fragile way, depending on the goodwill of the teachers. , since it has not yet been possible to perceive, in the realities investigated, an institutionalization of this articulation in the PPP of the institutions and the guarantee of spaces and times for the articulation to happen in a systematized way, as guided by theorists in the area. However, it was possible to verify signs of change in the suggestions given by the interviewed professionals for the articulation to happen, such as having a longer planning time, institutionalizing fortnightly meetings so that the teachers know the work developed in the AEE. Another suggestion was the creation of a pedagogical shift so that AEE teachers and EI classes could meet to discuss cases, plan, guide and build resources. In the research, it appeared, as a suggestion, the possibility of taking advantage of the learning and experiences of the remote period with regard to the use of technologies as a way of favoring collective meetings for reflection, training and planning. It is understood, in this investigation, that there is no ready-made recipe that can solve all the barriers that exist in schools that weaken or prevent the articulation between AEE and ECE teachers in a single way, however, the articulation needs to be institutionalized both by part of SMED, as well as in the school units themselves, through the PPP and other documents that guide the actions developed, with the feasibility of actions that favor this articulation. Thus, after this institutionalization, each school will be able to think, collectively, in ways that best meet their specificities and promote an articulated action for the inclusion of children with ASD.

COMMITTEE MEMBERS:
Interna - 1524738 - ALESSANDRA SANTANA SOARES E BARROS
Interna - 1853904 - MARLENE OLIVEIRA DOS SANTOS
Presidente - ***.731.595-** - MIGUEL ANGEL GARCIA BORDAS - UFBA
Externa ao Programa - 2583349 - SHEILA DE QUADROS UZEDA - nullInterna - ***.773.265-** - THERESINHA GUIMARAES MIRANDA - UFBA