Narrativas de professoras das experiências docentes com alunos autistas.

Abstract

This dissertation aims to understand and problematize the narratives of a group of teachers through their teaching experiences with autistic students. With this purpose, the problematic understood the following question: How does a group of teachers describe their teaching experiences with autistic students? Based on this problem, the research was carried out with four teachers from the initial and final years of Elementary School in a municipal school in the Rio Pardo Valley region, in the state of Rio Grande do Sul. The research material was produced with narrative interviews and letters written by the teachers that allowed interlocutions between teaching, experiences and autistic students, having as linguistic resource the metaphor of the drawing, in order to discuss the senses of the experiences and the own experience with the autistic students. The report is composed of an initial drawing of narratives referring to my academic and professional career. In the sequence, I list the theoretical and methodological trajectories, presenting the research subjects and the school, as an empirical design. With the approximations and distances of the narratives, the themes covered the experiences drawn in autistic teaching and the invention of autistic students. With this study, it was possible to conclude that both the teachers' responses and the teaching experiences with autistic students were justified by the knowledge and theories studied in their academic and professional lives. However, experience with difference has provoked, in teachers, other ways of looking at and thinking about teaching with autistic students. In this way, from the moment they felt affected by these experiences, they used as a shield the justification of the unpreparedness. Finally, the intention of this research is to contribute to teaching studies in the experiences with autistic students.