“O meu autismo não é um problema”: significações sobre vivências escolares produzidas por estudantes autistas do Ensino Médio Integrado de um Instituto Federal
Data
2024-03-21
Autores
Costa, Andreia Alice Rodrigues 
Orientadores
Cruz, Fernanda Miranda
Tipo
Tese de doutorado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Esta pesquisa teve como objetivo principal compreender as significações produzidas por estudantes autistas sobre suas vivências de escolarização no Ensino Médio Integrado à Educação Profissional do IFSP. Especificamente, investigamos como os estudantes autistas significam a escolha do curso, suas vivências nesse curso e seus projetos futuros. O estudo foi conduzido no Instituto Federal de São Paulo, com concordância da instituição e com a participação de 11 estudantes autistas de diferentes campi (CEP/UNIFESP 50197521.8.3001.5473). Metodologicamente, realizamos: 1) um levantamento do número de matrículas de estudantes autistas na instituição; 2) uma revisão sistemática da literatura sobre estudos prévios acerca da temática do acesso, inclusão e permanência de estudantes autistas na Educação Básica e Profissional em Institutos Federais e 3) a elaboração e a aplicação de questionários e a realização de entrevistas com estudantes autistas convidados a participarem da pesquisa. Para a organização, descrição, análise e interpretação dos dados coletados nas entrevistas e questionários, adotamos o procedimento teórico-metodológico dos Núcleos de Significação (AGUIAR; OZELLA, 2006; 2013). A sistematização dos dados resultou em seis Núcleos de Significação. No Núcleo 1, os estudantes compartilharam suas impressões sobre o autismo, destacando suas percepções sobre o mundo, sobre a cultura e sobre valores e práticas culturais. O Núcleo 2 discute suas vivências no Ensino Fundamental, evidenciando elementos como o acompanhamento de profissionais da saúde e a qualidade das relações interpessoais. O Núcleo 3 aborda os processos de escolhas e as mediações sociais e históricas que os constituem, revelando a importância da escolarização proporcionada pelo IFSP para suas futuras carreiras profissionais. Os Núcleos 4 e 5 reúnem suas vivências durante a pandemia de COVID-19 e no contexto presencial de ensino experienciado após a pandemia, destacando suas percepções sobre a dinâmica das relações sociais e a inclusão social nos espaços institucionais. E o Núcleo 6 reúne as perspectivas de futuro compartilhadas pelos estudantes autistas, dando visibilidade às preocupações associadas principalmente à esfera trabalho e à escolarização como meio de alcançar metas na vida adulta. A vivência escolar nos anos do Ensino Médio Integrado no Instituto Federal traz à tona experiências singulares e coletivas e se coloca em relação com o que foi vivenciado pelos estudantes autistas nos primeiros anos de escolarização e a atenção dispensada a eles, que se presume inclusiva e efetiva. De forma mais específica, os núcleos reunidos nos permitem dar visibilidade a um conjunto de elementos que compõem o ambiente escolar e dão pistas do que seria um ambiente inclusivo, sensível às necessidades individuais e de promoção de igualdade de condições. De forma mais geral e no que diz respeito ao autismo, esta tese produz inteligibilidades sobre o autismo, sobre as condições autistas e as singularidades em um mundo organizado, por sua vez, de forma neuronormativa.
This research aims to understand the meanings produced by autistic students about their schooling experiences at the IFSP's Integrated High School for Vocational Education. Specifically, we investigated how autistic students understand their choice of course, their experiences in this course and their future projects. The study was conducted at the Federal Institute of São Paulo, with the agreement of the institution and with the participation of 11 autistic students from different campuses (CEP/UNIFESP 50197521.8.3001.5473). Methodologically, we carried out: 1) a survey of the number of autistic students enrolled at the institution; 2) a systematic literature review of previous studies on the subject of access, inclusion and permanence of autistic students in Basic and Professional Education at Federal Institutes and 3) the preparation and application of questionnaires and interviews with autistic students invited to take part in the research. For the organization, description, analysis and interpretation of the data collected in the interviews and surveys, we adopted the theoretical-methodological procedure of the Núcleos de Significação (AGUIAR; OZELLA, 2006; 2013). The systematization of the data resulted in six Núcleos de Significação. In Núcleo 1, the students shared their impressions of autism, highlighting their perceptions of the world, culture and cultural values and practices. The Núcleo 2 discusses their experiences in elementary school, highlighting elements such as the support provided by health professionals and the quality of interpersonal relationships. The Núcleo 3 addresses the processes of choice and the social and historical mediations that constitute them, revealing the importance of the schooling provided by the IFSP for their future professional careers. The Núcleo 4 and 5 bring together their experiences during the COVID-19 pandemic and in the face-to-face teaching context experienced after the pandemic, highlighting their perceptions of the dynamics of social relations and social inclusion in institutional spaces. And the Núcleo 6 brings together the perspectives on the future shared by autistic students, highlighting the concerns associated mainly with work and schooling as a means of achieving goals in adult life. The school experience during the Integrated High School years at the Federal Institute brings to light singular and collective experiences and relates to what was experienced by autistic students in the first years of schooling and the attention given to them, which is presumed to be inclusive and effective ore specifically, the nuclei that have been brought together allow us to make visible a set of elements that make up the school environment and give us clues as to what an inclusive environment would look like, one that is sensitive to individual needs and promotes equal conditions. More generally, and with regard to autism, this thesis produces intelligibilities about autism, autistic conditions and singularities in a world organized in a neuronormative way.
This research aims to understand the meanings produced by autistic students about their schooling experiences at the IFSP's Integrated High School for Vocational Education. Specifically, we investigated how autistic students understand their choice of course, their experiences in this course and their future projects. The study was conducted at the Federal Institute of São Paulo, with the agreement of the institution and with the participation of 11 autistic students from different campuses (CEP/UNIFESP 50197521.8.3001.5473). Methodologically, we carried out: 1) a survey of the number of autistic students enrolled at the institution; 2) a systematic literature review of previous studies on the subject of access, inclusion and permanence of autistic students in Basic and Professional Education at Federal Institutes and 3) the preparation and application of questionnaires and interviews with autistic students invited to take part in the research. For the organization, description, analysis and interpretation of the data collected in the interviews and surveys, we adopted the theoretical-methodological procedure of the Núcleos de Significação (AGUIAR; OZELLA, 2006; 2013). The systematization of the data resulted in six Núcleos de Significação. In Núcleo 1, the students shared their impressions of autism, highlighting their perceptions of the world, culture and cultural values and practices. The Núcleo 2 discusses their experiences in elementary school, highlighting elements such as the support provided by health professionals and the quality of interpersonal relationships. The Núcleo 3 addresses the processes of choice and the social and historical mediations that constitute them, revealing the importance of the schooling provided by the IFSP for their future professional careers. The Núcleo 4 and 5 bring together their experiences during the COVID-19 pandemic and in the face-to-face teaching context experienced after the pandemic, highlighting their perceptions of the dynamics of social relations and social inclusion in institutional spaces. And the Núcleo 6 brings together the perspectives on the future shared by autistic students, highlighting the concerns associated mainly with work and schooling as a means of achieving goals in adult life. The school experience during the Integrated High School years at the Federal Institute brings to light singular and collective experiences and relates to what was experienced by autistic students in the first years of schooling and the attention given to them, which is presumed to be inclusive and effective ore specifically, the nuclei that have been brought together allow us to make visible a set of elements that make up the school environment and give us clues as to what an inclusive environment would look like, one that is sensitive to individual needs and promotes equal conditions. More generally, and with regard to autism, this thesis produces intelligibilities about autism, autistic conditions and singularities in a world organized in a neuronormative way.
Descrição
Citação
Costa, Andreia Alice Rodrigues. “O meu autismo não é um problema”: significações sobre vivências escolares produzidas por estudantes autistas do Ensino Médio Integrado de um Instituto Federal – 2024 – 315 f. Tese (Doutorado em Ciências: Educação e Saúde na Infância e na Adolescência). – Guarulhos: Universidade Federal de São Paulo. Escola de Filosofia, Letras e Humanas.