Albabetização e letramento de alunos autistas e asperger da rede municipal de ensino da zona leste de Manaus/AM o que pensam os professores do ensino fundamental

  • Bárbara Corrêa Barroso

Student thesis: Master's Thesis

Abstract

From the perspective of inclusive education, special education became part of the pedagogical proposal of the regular school, seeking to meet the special educational needs of students with disabilities, global developmental disorders and high abilities/giftedness. In these cases and others, which imply specific functional disorders, special education must act in conjunction with common education, guiding them to meet the special educational needs of these students. The general objective of this research was to analyze how the process of inclusive education takes place in two schools called "A and B" of the municipal education system in the eastern zone of the city of Manaus - Amazonas - Brazil, verifying the entire process of literacy for students with special needs, when it comes to the development and socialization of students with typical and atypical autism or with asperger syndrome. We used descriptive field research as a methodology with a qualitative approach. The results showed that currently the method used in the municipal education system in the East Zone of the City of Manaus has been mixed (analytical and synthetic), with studies already proving its effectiveness with special or non-special students. However, there are always exceptions. There are cases of students who become literate by other methods, whether they are ideovisual literacy, which have particular characteristics different from the phonic method. Everything will depend on the characteristics of each student and the method will always be chosen according to the student's characteristics and needs, not having an imposing character. And that in the modality of literacy and education of children, youth and adults and professional education, special education actions should promote and enable the expansion of schooling opportunities, training for entry into the world of work, effective inclusion and social participation, avoiding and minimizing segregation through the educational socialization process.
Date of Award2022
Original languagePortuguese
SupervisorOSCAR CONCEIÇÃO DE SOUSA (Supervisor)

Keywords

  • EDUCATION
  • EDUCATIONAL POLICY
  • LITERACY
  • SPECIAL EDUCATION
  • AUTISM
  • ASPERGER SYNDROME
  • SCHOOL INCLUSION
  • BRAZIL
  • TID:203157060

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