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Publication
Jovens especiais e o empreendedorismo: uma abordagem etnográfica do transtorno do espectro autista
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Abstract(s)
O presente estudo teve por objetivo investigar se na escola inclusiva Genilda Porto, situada na cidade de Maceió – Alagoas/Brasil, existe inovação pedagógica, e se as práticas desenvolvidas com os jovens inseridos no Transtorno do Espectro Autista (TEA) poderiam torná-los empreendedores. Na sequência, discutem-se incursões no âmbito escolar em estudo, que incluem observações participativas de práticas pedagógicas desenvolvidas nos ambientes formais e nãoformais de aprendizagem. Nesse espaço, pudemos acompanhar as ações desenvolvidas nas áreas das artes, por meio das aulas de canto, percussão, dança, capoeira, teatro, artesanato e pintura, além da construção/testagem de receitas na cozinha experimental. Assim, a base metodológica utilizada nessa investigação foi aquela fornecida pela pesquisa etnográfica de abordagem qualitativa, cujos instrumentos mobilizam a observação participante e a entrevista não estruturada. Os dados recolhidos possibilitaram interpretar, descrever e analisar os conteúdos de base hermenêutica, verificando as ações empreendedoras dos jovens inseridos no transtorno do espectro autista em ambiente formal e não formal de aprendizagem. Diante disso, pudemos constatar as habilidades in loco, lugar que permitiu que duas práticas pedagógicas ultrapassassem os muros da escola, o que aqui se toma como metáfora representada por dois sujeitos específicos, quais sejam: o primeiro jovem empreendeu para o ramo alimentício, e o segundo, para o ramo das artes plásticas, ambos iniciaram com o projeto na escola e conseguiram abrir seus próprios negócios. Destarte, conclui-se que as práticas pedagógicas realizadas na escola inclusiva, mas especificamente no interior dessa escola, transcendem em rumo ao simulacro do contexto social, fazendo com que os jovens inseridos no TEA conseguissem construir sua aprendizagem de maneira autônoma e segura, e proporcionando, assim, subsídios para que os mesmos desenvolvam ações de perspectivas empreendedoras. Esse processo envolve a quebra do paradigma que endossa a consciência de que o autismo faz parte deles, mas não os definem, pelo contrário, os evidenciam pelas suas singularidades.
The aim of this study was to investigate if at the inclusive school located in the city of Maceió - Alagoas/Brazil, are indications of pedagogical innovation, and if the practices developed with young people in Autism Spectrum Disorder (ASD) could make them entrepreneurs. In the sequence, we discuss incursions into the school environment under study – the participative observations of their pedagogical practices in the formal and non-formal learning environments, where we could follow the actions developed in the arts area, through the classes of singing, percussion, dance, capoeira, theater, handicrafts, painting and in the execution of recipes in the classes of experimental kitchen. The methodological basis used in this research was the ethnographic research of qualitative approach, whose instruments are used to observation and the unstructured interview. The collected data made it possible to interpret, describe and analyze the hermeneutical content, verifying the entrepreneurial actions of young people with ASD in the formal and –non-formal learning environment. Facing this, we were able to verify specific skills, in two slopes: the first young person went for the food industry, and the second child went for the arts sector. Both of them started with the project at school and managed to open their own businesses. In this way, it can be concluded that the pedagogical practices carried out in the inclusive school, but specifically within the school, transcend to the social context, and with this the young people with ASD manage to construct their learning in an autonomous and safe way, which it provides subsidies for them to develop actions with entrepreneurial perspectives. Through this paradigm break, they endorse the awareness that the autism is only a part of them, not the totality of their personalities; in this way, their conditions are with evidences their singularities.
The aim of this study was to investigate if at the inclusive school located in the city of Maceió - Alagoas/Brazil, are indications of pedagogical innovation, and if the practices developed with young people in Autism Spectrum Disorder (ASD) could make them entrepreneurs. In the sequence, we discuss incursions into the school environment under study – the participative observations of their pedagogical practices in the formal and non-formal learning environments, where we could follow the actions developed in the arts area, through the classes of singing, percussion, dance, capoeira, theater, handicrafts, painting and in the execution of recipes in the classes of experimental kitchen. The methodological basis used in this research was the ethnographic research of qualitative approach, whose instruments are used to observation and the unstructured interview. The collected data made it possible to interpret, describe and analyze the hermeneutical content, verifying the entrepreneurial actions of young people with ASD in the formal and –non-formal learning environment. Facing this, we were able to verify specific skills, in two slopes: the first young person went for the food industry, and the second child went for the arts sector. Both of them started with the project at school and managed to open their own businesses. In this way, it can be concluded that the pedagogical practices carried out in the inclusive school, but specifically within the school, transcend to the social context, and with this the young people with ASD manage to construct their learning in an autonomous and safe way, which it provides subsidies for them to develop actions with entrepreneurial perspectives. Through this paradigm break, they endorse the awareness that the autism is only a part of them, not the totality of their personalities; in this way, their conditions are with evidences their singularities.
Description
Keywords
Autismo Construcionismo Empreendedorismo Etnografia Inovação pedagógica Autism Constructionism Entrepreneurship Ethnography Pedagogical innovation Ciências da Educação - Inovação Pedagógica . Faculdade de Ciências Sociais