THE INCLUSION OF THE STUDENT IN THE COMMON SCHOOL: CHALLENGES AND POSSIBILITIES

Autores

  • Silvani Carlotto Faculdade Invest. de ciências e tecnologias
  • Ana Maria de Fátima Andrade Faculdades Evangélicas Integradas Cantares de Salomão
  •  Márcia Regina de Assis Danelichem Fael – PR
  • Marinir de Assunção Peixoto Faculdade Invest de Ciências e Tecnologia

DOI:

https://doi.org/10.51891/rease.v8i10.7175

Palavras-chave:

Autism. School. Teachers.

Resumo

The inclusion of the autistic depends on several factors such as school, family, society, but also knowledge about autism. Thus this research aims to investigate if there are possibilities of inclusion of an autistic student in the public school classroom. Therefore, this is the focus of the present study: the inclusion of students with autism in the regular class. With this research, we seek to analyze the circumstances that these students establish with their teachers and colleagues in the classes of the regular network of education. Thus, it is intended to evaluate how the insertion of these students is processed in the context of the common class, in which the majority of students do not present such needs. It is seen that this situation impacts on the possibilities of interaction, communication and knowledge construction of these students. The study is oriented to the repercussion of these conditions that imply the non existence of a common territory, with consequences for the explicitation of ideas and the authentic dialogue, mainly because school and teachers are unprepared to attend these students. The school in the course of its history exclusion, characterized by vision where the schooling is the privilege of a group, in the time an was created that was legitimized in the policies and educational practices of the social order. From the process of democratization of education this inclusion / exclusion was identified, when the education systems extend access, but still continue to exclude individuals and groups considered outside normal school patterns, such as autistic students.

Biografia do Autor

Silvani Carlotto, Faculdade Invest. de ciências e tecnologias

Especialista em Educação Infantil e séries iniciais. Licenciatura em Pedagogia. Faculdade Invest. de ciências e tecnologias. Cuiabá MT,  E-mail: Silvacarlotta@hotmail.com. 

Ana Maria de Fátima Andrade, Faculdades Evangélicas Integradas Cantares de Salomão

Pós-graduação "lato sensu " especializacāo em neuro educação. Pelas faculdades evangélicas integradas cantares de salomão. Instituto Panamericano de Educação assessoria e consultoria, Educação infantil e especial. pedagogia, Centro universitário de várzea grande. Licenciatura. habilitações: magistério das séries iniciais do ensino fundamental e magistério de educação infantil.

 Márcia Regina de Assis Danelichem, Fael – PR

Especialista em Educação Infantil pela Faculdade Educacional da Lapa - Fael, Licenciatura em Pedagogia pela Fael - PR, Licenciatura  em Letras - Português pela Fael – PR. E-mail: marcia.danelichen@gmail.com. 

Marinir de Assunção Peixoto, Faculdade Invest de Ciências e Tecnologia

Pós-graduação LATO SENSU em Educação Infantil, Promovida pela Faculdade Invest de Ciências e Tecnologia. Graduação Licenciatura em Pedagogia, Promovida pela Universidade Anhanguera -Uniderp.  E-mail: Marinir_peixoto@homail.com. 

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Publicado

31/10/2022

Como Citar

Carlotto, S. ., Andrade, A. M. de F. ., Danelichem, MárciaR.deA., & Peixoto, M. de A. . (2022). THE INCLUSION OF THE STUDENT IN THE COMMON SCHOOL: CHALLENGES AND POSSIBILITIES. Revista Ibero-Americana De Humanidades, Ciências E Educação, 8(10), 1161–1169. https://doi.org/10.51891/rease.v8i10.7175

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