The autism and the school process: a case study

• Grant number: 20/05200-1
• Support Opportunities: Scholarships in Brazil - Master
• Start date: April 01, 2021
• End date: November 30, 2022
• Field of knowledge: Humanities - Psychology
• Principal Investigator: Vera Lucia Messias Fialho Capellini
• Grantee: Tacielle Costa Domingues
• Host Institution: Faculdade de Ciências (FC). Universidade Estadual Paulista (UNESP). Campus de Bauru. Bauru , SP, Brazil

Abstract

Currently, the diagnosis of autism results from Autistic Spectrum Disorder (ASD), which encompasses different conditions marked by developmental disorders, all related to the difficulty in social relationships. With the increase of this audience in the context of common classes, schools need to rethink their pedagogical practices in order to guarantee the learning of all students. Thus, the objective of the study is to analyze the school process of a student diagnosed with ASD, in addition to verifying the conception of the participants directly and indirectly involved in this process (parents, teachers of the common and special education classes, pedagogical coordinator, student with diagnosis TEA and colleagues), as well as narrating the pedagogical practices used with students diagnosed with TEA and their academic performance. The research proposes a case study methodology, with the participation of: a student diagnosed with ASD, a student in the early years of elementary school; his teacher of the common class and that of the Specialized Educational Service (AEE); pedagogical coordinator; student's parents; and, his classmates. It is intended to have as instruments of data collection, a) semi-structured interview scripts; b) observation form; c) field diary; and, d) School Performance Test (TDE). Data analysis will take place in 3 axes, namely: description and analysis of observations, interpretation of TDE with articulations, observations and analysis of interviews with theoretical scores. The total set of data obtained and listening to the narratives can collaborate as part of the psychoanalytic theoretical framework and as a basis to support the development of technical, clinical and even institutional interventions in the schooling process of students diagnosed with ASD. (AU)