Mediação do professor na contação de histórias para crianças com TEA na educação infantil

Abstract

Autism Spectrum Disorder (ASD) has as diagnostic criteria the presence of deficits in social interaction and communication, in addition to restricted interests and repetitive movements. The challenges for these children in the regular education network are diverse, especially for those with Complex Communication Needs (CCN). In recent years, there has been an increasing number of children with ASD enrolled in Early Childhood Education in regular schools, meaning that teachers need to seek knowledge, strategies and resources, so that their pedagogical practice becomes more inclusive. Using stories as a pedagogical strategy in the learning process helps in the child's linguistic development and, consequently, in access to information and in their interaction with their interlocutors. At this point, the teacher can act as a mediator, intervening between the child and the story presented, making it perceived in a participatory way. AAC can be used by the teacher in their mediation practice to help children with ASD in this process, so that they are not only present in the reference room, but effectively always participate. The general objective of this research was to analyze the mediation strategies used by teachers when telling and retelling stories to children with ASD and NCC enrolled in the reference classroom in the last phase of Early Childhood Education. The specific objectives were: To describe which mediation strategies are used by teachers when telling stories to Early Childhood Education children with ASD and NCC and to develop guidance material in 2D animation format with the aim of guiding Early Childhood Education teachers in storytelling practices for the entire class, including children with ASD and NCC. Regarding the methodological aspects, this is a series of case studies, as it allows the researcher to understand a phenomenon from its real context; it is qualitative research. Two teachers and the children enrolled in their classrooms participated in the study, including two children diagnosed with ASD and NCC, one in each school. Filming took place in the children's reference classroom weekly. The videos were transcribed and the occurrence of the categories and how they are presented were analyzed using Bardin's Content Analysis and the mediation categories proposed by Feuerstein (1991) and adapted by Soares and Nunes (2020). These categories are anchored in the perspective of Teaching Mediated Learning (EAM) developed by Feuerstein. The results of the study indicated that the most used mediation categories for the class were Intentionality and Reciprocity, Praise and Shared Attention. The sessions revealed that the teachers were often only concerned with reading what was written, making the children pay attention and receiving praise. This characteristic was observed not only with children with ASD, but with all children.