Transtorno do espectro autista e a medicalização da educação: o que dizem as professoras
Data
2021-02-15
Tipo
Trabalho de conclusão de curso
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Resumo
Este trabalho busca compreender o Transtorno do Espectro Autista (TEA) no campo da educação escolar. Parte de uma contextualização histórica de sua etiologia, das principais mudanças em seus modos de reconhecimento e diagnóstico, trazendo as contribuições da psicanálise para uma compreensão do papel da educação diante da formação deste indivíduo bom como as contribuições de Foucault para pensar sobre a disciplinarização dos corpos na escola fazendo uma reflexão sobre o modelo escolar que ainda hoje impera sobre a educação brasileira, abordando os estigmas e preconceitos que permeiam a vida escolar e cidadã de uma pessoa com deficiência. Também foi aplicado um questionário a 38 professoras da educação básica visando compreender como é a relação das professoras com o aluno com TEA, como compreendem a sua presença e participação em sala de aula. As respostas evidenciam uma contradição no discurso destas profissionais que, ao mesmo tempo em que referem-se ao saber médico como fundamental para guiar sua conduta perante esse aluno, diante de um laudo médico afirmam não ter condições de trabalhar adequadamente com ele por não terem “formação”. De outra parte, as professoras percebem aspectos positivos na inclusão desses alunos na sala de aula, mencionando principalmente aspectos ligados à socialização entre alunos que passam a demonstrar mais respeito às diferenças. No que se refere a está relação entre professores e a inclusão de alunos com TEA é possível observar uma visão positiva, mas desafios ao efetivá-la, caminhando para uma patologização do ensino na qual o laudo tem um papel muito importante e ao mesmo tempo limitador dentro da sala de aula.
Palavras chave: Autismo, Transtorno do Espectro Autista (TEA), Educação Básica, Estigma e Preconceito.
Abstract This project aims to understand the Autistic Spectrum Disorder (ASD) i n the school education environment. It begins with a historical contextualization of i ts etiology and the main changes in its recognition and diagnosis modes. It brings the contributions of the psychoanalysis to na understanding of the education role i n the i ndividual upbringing, as well as Foucault's contributions i n raising a thought about the disciplinarization of the bodies at school, reflecting on the school model that still rules over Brazilian education, addressing the stigmas and prejudice that permeate the academic and citizen l ife of a person with a disability. A survey was also applied to 38 teachers of basic education i n order to understand how the relationship between teachers and students with ASD i s and how they understand these students' presence and participation i n the classroom. The results have shown an i nconsistent discourse of these professionals who refer to the medical knowledge as being fundamental i n order to guide their conduct before these students, and also their assertion as being unable to work properly with them, because they do not have a specific "qualification". On the other hand, teachers notice positive aspects i n the i nclusion of these students i n the classroom, mainly mentioning the aspects related to socialization among students who begin to show more respect for differences. As regards this relationship between teachers and the i nclusion of students with ASD, it is possible to observe a positive perspective, however there are challenges in making it effective, moving towards a pathologization of education i n which the medical report plays a very i mportant and, at the same time, l imiting role i n the classroom. Keywords: Autism, Autistic Spectrum Disorder (ASD), Basic Education, Stigma and Prejudice.
Abstract This project aims to understand the Autistic Spectrum Disorder (ASD) i n the school education environment. It begins with a historical contextualization of i ts etiology and the main changes in its recognition and diagnosis modes. It brings the contributions of the psychoanalysis to na understanding of the education role i n the i ndividual upbringing, as well as Foucault's contributions i n raising a thought about the disciplinarization of the bodies at school, reflecting on the school model that still rules over Brazilian education, addressing the stigmas and prejudice that permeate the academic and citizen l ife of a person with a disability. A survey was also applied to 38 teachers of basic education i n order to understand how the relationship between teachers and students with ASD i s and how they understand these students' presence and participation i n the classroom. The results have shown an i nconsistent discourse of these professionals who refer to the medical knowledge as being fundamental i n order to guide their conduct before these students, and also their assertion as being unable to work properly with them, because they do not have a specific "qualification". On the other hand, teachers notice positive aspects i n the i nclusion of these students i n the classroom, mainly mentioning the aspects related to socialization among students who begin to show more respect for differences. As regards this relationship between teachers and the i nclusion of students with ASD, it is possible to observe a positive perspective, however there are challenges in making it effective, moving towards a pathologization of education i n which the medical report plays a very i mportant and, at the same time, l imiting role i n the classroom. Keywords: Autism, Autistic Spectrum Disorder (ASD), Basic Education, Stigma and Prejudice.
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Citação
MONTEIRO, Milena Correa Galvão de Castro Renno. TRANSTORNO DO ESPECTRO AUTISTA E MEDICALIZAÇÃO DA EDUCAÇÃO: O QUE DIZEM AS PROFESSORAS. Orientador: Marian Ávila de Lima Dias. 2021. 40 f. Trabalho de conclusão de curso (Licenciatura em Pedagogia) - Escola de Filosofia, Letras e Ciências Humanas - Universidade Federal de São Paulo, Guarulhos, 2021.