Entre a compreensão e a ação: representações sociais de professoras sobre educandos com autismo na educação básica.

Abstract

In this study, we intend to analyze the teachers‟ social representations in basic education about students with an autism spectrum disorder, investigating whether these representations reflect in the educational process of these students. Thereunto, we systematized as a general objective: to analyze the social representations that teachers of basic education have about students with an autism spectrum disorder. To the development of this research, we conducted a bibliographical study supported by authors such as Lemos (2016), Moreira (2011), Serra (2006), Fernandes (2003), Abric (2000) e Sá (1996), and other authors who contributed to the enrichment of this work. Regarding the methodological way, we carried out field research, descriptive and qualitative, using as data collection instruments the semi-structured interview and systematic observation. In this perspective, we developed data analysis, following the principle of content analysis proposed by Bardin (1977), adopting the social representations theory to analysis it. We verified, through the analysis of the data, that parts of the teachers represent the student with autism as an individual who has a disability or disease. Therefore, we perceive that this difficulty in defining autism emphasizes the complexity in the process of anchoring this disorder to a more familiar context, with no common anchorage among the teachers. They also describe the need to receive this child, to pay attention and to respect their individuality. However, we evidenced that the educator relates characteristics of other disorders or deficiencies with autism and, only observe the characteristics that are present in their students, do not mention any other that these subjects do not present, but they are also part of people who are in the spectrum. Thereby, all educators affirm that during graduation there was no discipline with discussions directed to inclusive education and that this absence generated gaps in the formation process. Moreover, the educators represent the teaching-learning process of students with autism giving greater focus to the disorder than to the learner's ability.