Banca de DEFESA: SANDRA MARIA COSTA BARBOSA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : SANDRA MARIA COSTA BARBOSA
DATE: 11/08/2025
TIME: 09:00
LOCAL: virtual
TITLE:

INCLUSION OF STUDENTS WITH ASD: A LOOK AT THE SOCIAL SUBJECTIVITY OF SCHOOL

KEY WORDS:

Social subjectivity; Pedagogical work; School inclusion; Autism Spectrum Disorder.

PAGES: 157
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This study aimed to understand the social subjectivity of a public elementary school (early years) and its relationship with the pedagogical work carried out with students with Autism Spectrum Disorder (ASD), enrolled in regular and reverse integration classes in the public school system of the Federal District. The research was grounded in González Rey's Theory of Subjectivity, which conceptualizes subjectivity as a historical-cultural process, constituted by complex symbolic-emotional productions generated in human experience. The study adopted the Qualitative Epistemology and the constructive-interpretative methodology developed by the same author, viewing scientific knowledge as a dialogical construction, articulated between history, culture, social phenomena, and subjectivity. The fieldwork included document analysis, participant observations in class councils and pedagogical meetings, conversational systems, and interviews with school administrators, pedagogical staff, teachers, and family members. The interpretative construction, guided by indicators developed throughout the process, revealed subjective meanings associated with reception, co-responsibility, and ethical commitment to human diversity. At the same time, it exposed contradictions marked by the persistence of pathologizing practices and a classificatory logic based on diagnoses and medical reports, rooted in evaluative culture and SEEDF regulations.These subjective meanings coexist and are intertwined in the school’s social subjectivity, shaping dynamic processes that, while fostering inclusive and innovative pedagogical practices, may also limit the possibilities for full inclusion. It is concluded that pedagogical work with students with ASD constitutes a living space of symbolic disputes, in which assessment, planning, and curriculum are interwoven with beliefs, values, norms, and relationships. In this contradictory movement, the centrality of the school is reaffirmed as a collective space of production and tension, paving the way for new ways of understanding, sustaining, and experiencing inclusion as a permanent, singular, and continuously evolving process.

COMMITTEE MEMBERS:
Externa à Instituição - ALEXANDRA AYACHE ANACHE - UFMS
Presidente - 3171415 - DANIEL MAGALHAES GOULART
Externo ao Programa - 1320186 - JOSE FERNANDO PATINO TORRES - nullExterna ao Programa - 2686011 - SANDRA FERRAZ DE CASTILLO DOURADO FREIRE - null