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Educação em ciências: uma experiência com jovens com perturbação do espetro autista
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Advisor(s)
Abstract(s)
Na perspetiva da Inclusão, no Brasil ainda se persegue o objetivo de as pessoas com necessidades especiais serem aceites e de se apropriarem dos seus direitos como cidadãos em sentido amplo e do seu direito à educação. A constituição Brasileira prescreve que a educação é um direito de todos, e referindo especificamente cidadãos com deficiência, indica, com ênfase, que o dever do Estado será efetivado mediante a garantia de atendimento educacional especializado, preferencialmente na rede regular de ensino. Em relação às pessoas que têm Perturbação do Espectro Autista (PEA), a busca pelo acesso à educação formal vem crescendo e vai-se concretizando a cada ano. É neste contexto, e enquanto profissional que trabalha com jovens que têm PEA e participante dessa luta diária e crescente para a efetivação e concretização das leis de inclusão, que desenvolvemos uma investigação sobre esta temática. O objetivo desta comunicação, que se enquadra num estudo mais amplo realizado com professores de Ciências Naturais, do Rio Grande do Sul - Brasil, que trabalham com jovens que têm PEA, é relatar a experiência de um dos participantes da amostra. A metodologia utilizada foi qualitativa, com realização de entrevista semiestruturada. Apresentam-se dados sobre o trabalho desenvolvido, bem como conceções sobre a importância da área curricular de Ciências Naturais para a aprendizagem e o desenvolvimento dos alunos que têm PEA. Realçam-se as dificuldades sentidas no processo de ensino e aprendizagem e sugestões de melhoria. A professora, da Rede Pública, apesar de ter formação superior e mestrado, não teve formação específica na área da PEA, nem na sua formação académica, nem na rede onde trabalha. A experiência que tem “se deu na prática” e pela “busca de formação e informações em cursos e leituras de como trabalhar com jovens PEA”. Acredita que estes jovens devem estar na sala de aula regular e que, dependendo do seu nível de afetação, deve haver um profissional auxiliar e, em alguns casos, um cuidador. Considera que a grande vantagem de trabalhar conteúdos de ciências com alunos que têm PEA é que esses assuntos fazem parte do quotidiano dos jovens, que assim podem experimentar e compreendê-los de forma mais concreta, desenvolvendo conhecimentos e habilidades. A maior dificuldade do seu trabalho “é quando [os alunos com PEA] não são alfabetizados” e sugere a necessidade de formação, nomeadamente continuada, bem como de adaptação curricular que seria potenciada a partir da formação especializada recebida.
From the perspective of Inclusion, in Brazil, the objective of people with disabilities to be accepted and to appropriate their rights as citizens in a broad sense and their right to education is still pursued. The Brazilian Constitution prescribes that education is a right for all and, in the case of citizens with disabilities, it emphasizes that the State's duty will be carried out by guaranteeing specialized educational services, preferably in the regular education network. With regard to people who have Autism Spectrum Disorder (ASD), the search for access to formal education has been growing and is becoming more concrete every year. It is in this context, and as a professional who works with young people who have ASD and a participant in this daily and growing struggle for the implementation and implementation of inclusion laws, that an investigation was carried out on this topic. The objective of this communication, which is part of a broader study carried out with teachers of Natural Sciences, from Rio Grande do Sul, who work with young people who have ASD, is to report the experience of one of the participants in the sample. The methodology used was qualitative, with a semi-structured interview. Data on the work developed are presented and conceptions about the importance of the Natural Sciences curriculum area for the learning and development of students who have ASD. The difficulties felt in the teaching and learning process are also highlighted and suggestions for improvement. The teacher, from the Public Network, despite having higher education and a master's degree, did not have specific training in the area of ASD. The experience he has “has been given in practice” and by the “search for training and information in courses and readings on how to work with young ASD”. He believes that these young people should be in the regular classroom and that, depending on their level of affectation, there should be an auxiliary professional and, in some cases, a caregiver. He considers that the great advantage of working on science content with students who have ASD is that these subjects are part of the daily lives of young people, who can thus experience and understand them in a more concrete way, developing knowledge and skills. The biggest difficulty in their work “is when [the students with ASD] they are not literate” and suggests the need for training, namely continuous training, as well as curricular adaptation.
From the perspective of Inclusion, in Brazil, the objective of people with disabilities to be accepted and to appropriate their rights as citizens in a broad sense and their right to education is still pursued. The Brazilian Constitution prescribes that education is a right for all and, in the case of citizens with disabilities, it emphasizes that the State's duty will be carried out by guaranteeing specialized educational services, preferably in the regular education network. With regard to people who have Autism Spectrum Disorder (ASD), the search for access to formal education has been growing and is becoming more concrete every year. It is in this context, and as a professional who works with young people who have ASD and a participant in this daily and growing struggle for the implementation and implementation of inclusion laws, that an investigation was carried out on this topic. The objective of this communication, which is part of a broader study carried out with teachers of Natural Sciences, from Rio Grande do Sul, who work with young people who have ASD, is to report the experience of one of the participants in the sample. The methodology used was qualitative, with a semi-structured interview. Data on the work developed are presented and conceptions about the importance of the Natural Sciences curriculum area for the learning and development of students who have ASD. The difficulties felt in the teaching and learning process are also highlighted and suggestions for improvement. The teacher, from the Public Network, despite having higher education and a master's degree, did not have specific training in the area of ASD. The experience he has “has been given in practice” and by the “search for training and information in courses and readings on how to work with young ASD”. He believes that these young people should be in the regular classroom and that, depending on their level of affectation, there should be an auxiliary professional and, in some cases, a caregiver. He considers that the great advantage of working on science content with students who have ASD is that these subjects are part of the daily lives of young people, who can thus experience and understand them in a more concrete way, developing knowledge and skills. The biggest difficulty in their work “is when [the students with ASD] they are not literate” and suggests the need for training, namely continuous training, as well as curricular adaptation.
Description
Keywords
Educação de jovens que têm perturbação do espectro autista Ensino de ciências Professores de educação especial Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Pedagogical Context
Citation
Fernandes, Lucimar; Pires, Delmina; Vaz, Paula Marisa Fortunato (2022). Educação em ciências: uma experiência com jovens com perturbação do espetro autista. In Elisabete Mendes Silva, Cristina Mesquita, Manuel Vara Pires, Rui Pedro Lopes (Eds.) VI Encontro Internacional de Formação na Docência (INCTE): livro de atas. Bragança: Instituto Politécnico. p. 260-267. ISBN 978-972-745-301-6
Publisher
Instituto Politécnico de Bragança