Narrativa sobre práticas de ensino de ciências e matemática para um aluno com diagnóstico de TEA no ensino superior
Data
2024-08-29
Autores
Silva, Tarcia Emanuella Oliveira 
Orientadores
Souza, Renato Marcone José de
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Este estudo teve por objetivo compreender os desafios presentes em uma universidade pública brasileira no que diz respeito à inclusão de um estudante com diagnóstico de Transtorno do Espectro Autista (TEA), em um curso com abordagem de assuntos STEM (matemática e ciências) a partir do seu ponto de vista. A metodologia utilizada foi o estudo de caso, com abordagem qualitativa e a utilização da entrevista semiestruturada como instrumento metodológico. Produzimos, a partir desse material, uma narrativa com inspiração na história oral, analisada com referência na inclusão e na legislação vigente no Brasil sobre o autismo. Com esse estudo, buscamos contribuir para o entendimento da participação destes alunos no sistema educacional ao inseri-los no ensino superior. E por que o interesse nessa temática? Durante nosso embasamento teórico foi possível constatar a baixa produção acadêmica acerca da inclusão de alunos universitários com esse diagnóstico, fato que despertou em nós, como pesquisadores, o interesse em nos aprofundarmos neste tema. Sendo assim, construímos um material com informações acerca de elementos em um ambiente universitário que podem contribuir ou dificultar, do ponto de vista do sujeito dessa pesquisa. O estudante também nos relatou viver uma interseccionalidade associada a fatores de influências sociais, como sua raça e orientação sexual, que interfere na maneira em como vive sua deficiência. Além disso, encontramos evidências que contribuíram para o seu aprendizado e desenvolvimento na universidade, como o gerenciamento de tempo, por exemplo, que seria um tempo disponível para o aluno se organizar e executar suas tarefas. Observou-se também sua preferência e conforto em escrever com caneta e a folha na posição horizontal. No entanto, constatou-se que o excesso de ruídos e a falta de previsibilidade no cotidiano universitário são fatores que podem causar estresse, ansiedade e frustração.
This study aimed to understand the challenges faced by a Brazilian public university regarding the inclusion of a student diagnosed with Autism Spectrum Disorder (ASD) in a course that addresses STEM subjects (mathematics and sciences) from their point of view. The methodology used was a case study, with a qualitative approach and the use of semi-structured interviews as a methodological instrument. Based on this material, we produced a narrative inspired by oral history, analyzed with reference to inclusion and current legislation in Brazil on autism. With this study, we seek to contribute to the understanding of the participation of these students in the educational system by inserting them into higher education. And why the interest in this topic? During our theoretical basis, it was possible to observe the low academic production on the inclusion of university students with this diagnosis, a fact that aroused in us, as researchers, the interest in delving deeper into this topic. Therefore, we created a material with information about elements in a university environment that can contribute or hinder, from the point of view of the subject of this research. The student also reported experiencing an intersectionality associated with social influences, such as his race and sexual orientation, which interferes with the way he experiences his disability. In addition, we found evidence that contributed to his learning and development at university, such as time management, for example, which would be time available for the student to organize himself and carry out his tasks. We also observed his preference and comfort in writing with a pen and the paper in a horizontal position. However, we found that excessive noise and the lack of predictability in the university routine are factors that can cause stress, anxiety and frustration.
This study aimed to understand the challenges faced by a Brazilian public university regarding the inclusion of a student diagnosed with Autism Spectrum Disorder (ASD) in a course that addresses STEM subjects (mathematics and sciences) from their point of view. The methodology used was a case study, with a qualitative approach and the use of semi-structured interviews as a methodological instrument. Based on this material, we produced a narrative inspired by oral history, analyzed with reference to inclusion and current legislation in Brazil on autism. With this study, we seek to contribute to the understanding of the participation of these students in the educational system by inserting them into higher education. And why the interest in this topic? During our theoretical basis, it was possible to observe the low academic production on the inclusion of university students with this diagnosis, a fact that aroused in us, as researchers, the interest in delving deeper into this topic. Therefore, we created a material with information about elements in a university environment that can contribute or hinder, from the point of view of the subject of this research. The student also reported experiencing an intersectionality associated with social influences, such as his race and sexual orientation, which interferes with the way he experiences his disability. In addition, we found evidence that contributed to his learning and development at university, such as time management, for example, which would be time available for the student to organize himself and carry out his tasks. We also observed his preference and comfort in writing with a pen and the paper in a horizontal position. However, we found that excessive noise and the lack of predictability in the university routine are factors that can cause stress, anxiety and frustration.