Advisor(s)
Abstract(s)
No presente relatório teço uma abordagem reflexiva da escola de
hoje, partindo do autismo e da trissomia 20. Em primeiro lugar,começo por
refletir sobre a importância do desenvolvimento do espiríto cientifico para
estar capacitada a construir conhecimentos de forma sustentada,
conducentes a melhorar o meu desempenho profissional.
Em segundo lugar, procedo a uma abordagem sinótica e crítica da
minha carreira profissional, referindo, ainda, a experiência com alunos com
perturbações do espetro do autismo e trissomia 20, uma vez que leciono
uma turma mista, com uma aluna com perturbações do espetro de autismo e
um aluno com trissomia 20. Esta situação leva-me a formular um conjunto de
questões (e.g. Como educar e formar integralmente os alunos sem e com
autismo e trissomia 20? Como promover o desenvolvimento de competências
em todas as vertentes: académica, pessoal e de grupo? Etc) que me fazem
repensar a minha praxis. Abordo, então, sustentadamente a Educação
Especial, o seu contexto histórico; a escola inclusiva, única, plural,
heterogénea, aberta à diversidade, que acolhe os alunos com ou sem
autismo e trissomia 20 e que, de forma equitativa, tenta dar oportunidade a
todos e a todos tenta formar integralmente.
Debruço-me, depois, criticamente nas problemáticas em questão
(autismo e trissomia 20), na sua especificação e repercussão no modo de
aprender, enquadrando as histórias dos meus alunos. Pondero, também, as
estratégias educativas especializadas (e.g. Programa Educativo Individual,
promover a familiarização, postura corporal, instruções verbais, comunicação
pessoal, entoação, expressão facial e linguagem corporal do agente
educativo, etc.) e a importância da família (o envolvimento dos pais na vida
escolar dos filhos é fundamental). Passo, então, a uma exploração critica
do ensino estruturado e das unidade de ensino estruturado para
alunos com perturbações do espetro do autismo . Posteriormente, reflito na escola na era da globalização, onde o
consumismo, o vazio de ideias, de pensamento crítico estão muito presentes;
assiste-se, ainda, à infantilização prolongada dos jovens; há que investir
numa educação nos e para os valores. Seguidamente, debato-me
reflexivamente com os desafios da escola de hoje, dando especial relevo ao
papel do professor. Este deve ser um professor reflexivo e orientador das
aprendizagens dos alunos. Deve atender aos contextos dos alunos, valorizar
as experiências dos mesmos. A sua prática e relação pedagógicas devem
assentar na cooperação, determinação, afetividade, tolerância; devendo
implementar estratégias (e.g. pedagogia diferenciada, atender a ritmos de
aprendizagem diferentes, leitura expressiva, dramatizada; produção e
dramatização de textos, etc) e organizar e dinamizar atividades
promotoras do sucesso académico, pessoal e social dos alunos ( e.g.
concursos de leitura, festival de poesia, encontros com escritores,
intercâmbios com alunos doutros ciclos de ensino, teatro, etc).
Finalmente, faço uma reflexão do trabalho efetuado, visando o
trabalho futuro, com propostas de dinamização de alguns projetos.
In this report I will do a reflective approach on the Contemporary School from the point of view of autism and trisomy 20. First of all, I would like to reflect on the importance of developing the scientific spirit to be able to build a sustainable knowledge, in order to improve my professional performance. Secondly, I will consider my career performance, in a critical way, referring to my experience with autist and trissomy 20 students as I teach a mixed ability class with two students with the disabilities mentioned above. This particular situation makes me wonder and ask myself a couple of questions (e.g .How to fully educate and train students with and without special needs, particularly with autism and trisomy 20? How to promote the development of skills in all areas: academic, personal and group? Etc), that make me rethink about my praxis. Therefore, I try to approach the Special Education in a sustainable way, its historical context; the unique, plural, inclusive school, open to diversity, which welcomes students with or without autist and trisomy 20 that, fairly, tries to give opportunity and education for all. Thirdly, I critically analyse the issues of autism and trisomy 20, in their specification and consequences on the process of learning (reference to studies of Leo Kanner and Hans Asperger), framing the stories of my students. I also reflect on specialized educational strategies (e.g. Individual support project; promoting familiarization, body posture, verbal instructions, personal communication, intonation, facial expression and the teacher body language, etc..) and the importance of family (parental involvement in the children school life is essential). I move forward to a critical exploitation of the structured learning and the structured unit teaching for students with autism spectrum disorders. Last but not least, I think about school in the age of globalization, where consumerism, lack of ideas, critical thinking are very much present and also the infantilization of young people. We must invest on education and values. Then, I would also like to give a particular impression of the challenges of school today, giving special emphasis on the role of the teacher. This should be a kind of reflective teacher and mentor of students’ learning. He should observe the contexts and the students experiences. The practical and pedagogical relationship should be based on cooperation, determination, affection, tolerance, implementing strategies (e.g. individual pedagogy, different learning rythms, expressive reading, production and dramatization of texts, etc.) and organizing activities, in order to promote the academic success, personal and social development of students (e.g. reading contests, poetry festival, meetings with writers, exchanges with students from other levels of teaching, theater, etc.). Finally, I reflect on all the work I put into my job and this enables me to prepare and organize a future work, with some proposals to create new and different projects.
In this report I will do a reflective approach on the Contemporary School from the point of view of autism and trisomy 20. First of all, I would like to reflect on the importance of developing the scientific spirit to be able to build a sustainable knowledge, in order to improve my professional performance. Secondly, I will consider my career performance, in a critical way, referring to my experience with autist and trissomy 20 students as I teach a mixed ability class with two students with the disabilities mentioned above. This particular situation makes me wonder and ask myself a couple of questions (e.g .How to fully educate and train students with and without special needs, particularly with autism and trisomy 20? How to promote the development of skills in all areas: academic, personal and group? Etc), that make me rethink about my praxis. Therefore, I try to approach the Special Education in a sustainable way, its historical context; the unique, plural, inclusive school, open to diversity, which welcomes students with or without autist and trisomy 20 that, fairly, tries to give opportunity and education for all. Thirdly, I critically analyse the issues of autism and trisomy 20, in their specification and consequences on the process of learning (reference to studies of Leo Kanner and Hans Asperger), framing the stories of my students. I also reflect on specialized educational strategies (e.g. Individual support project; promoting familiarization, body posture, verbal instructions, personal communication, intonation, facial expression and the teacher body language, etc..) and the importance of family (parental involvement in the children school life is essential). I move forward to a critical exploitation of the structured learning and the structured unit teaching for students with autism spectrum disorders. Last but not least, I think about school in the age of globalization, where consumerism, lack of ideas, critical thinking are very much present and also the infantilization of young people. We must invest on education and values. Then, I would also like to give a particular impression of the challenges of school today, giving special emphasis on the role of the teacher. This should be a kind of reflective teacher and mentor of students’ learning. He should observe the contexts and the students experiences. The practical and pedagogical relationship should be based on cooperation, determination, affection, tolerance, implementing strategies (e.g. individual pedagogy, different learning rythms, expressive reading, production and dramatization of texts, etc.) and organizing activities, in order to promote the academic success, personal and social development of students (e.g. reading contests, poetry festival, meetings with writers, exchanges with students from other levels of teaching, theater, etc.). Finally, I reflect on all the work I put into my job and this enables me to prepare and organize a future work, with some proposals to create new and different projects.