Atendimento psicoeducacional às pessoas com transtorno do espectro autista (TEA)

Abstract

This research addresses the role of the pedagogue as a member of a team providing psychoeducational care for people with ASD, in a private institution in the city of Manaus, highlighting its influence on the learning process and integral development of this individual. Thus, this research has the general objective: to understand the role of the pedagogue in psychoeducational care aimed at people with ASD and how teacher training influences this pedagogical practice. To this end, the specific objectives of this study are: a) to investigate the concepts and characteristics of development and learning of people with Autism Spectrum Disorder (ASD) in scientific literature; b) explain about Psychoeducational care and its role in educational care for people with ASD; and c) reflect on the role of the pedagogue in non-school contexts, analyzing the contributions of psychoeducational care for people with ASD. The methodology of this research presents a qualitative approach, based on an exploratory study carried out in a private institution in the city of Manaus. For data collection, a structured questionnaire was applied via Google forms to five teachers trained in pedagogy, working at a private psychoeducational institution and, for data analysis, the content analysis method of Bardin (2011) was used, which allowed coding, interpretation and categorization of the results obtained. As research results, the importance of the educator in promoting knowledge in different contexts stands out, as discussed by Gohn (2006), identifying the role of the pedagogue as multifunctional and essential in the organization and implementation of pedagogical practices adapted to the individual needs of students ( Libâneo, 2013), as discussed by Lemes and Neto (2017), highlights that psychoeducational care is not limited to intervention in specific problems, but also aims to promote the global development of the individuals assisted. According to the approach of this study, it was noticed that the definition of psychoeducational care is variable and reflecting on the specialized or integrative pedagogical nature for individuals with disorders is essential. The research provides reflective recommendations on psychoeducational care. On a personal level, research impacts the researcher, by understanding their area of professional activity, providing a humanized and critical understanding of the dynamics and pedagogical practice that contributes to the transformative role of the educator. Thus, the conclusions pave the way for continued contributions towards more effective and inclusive educational practices for people with ASD. Keywords: People with ASD. Psychoeducational. Pedagogue.