Indicadores qualitativos na escolarização de estudantes com transtorno do espectro autista no contexto da educação inclusiva

Abstract

The schooling process in Basic Education is established into several factors that go from the development of learning to the composition of skills and values necessary for the autonomy of students and, in a broader sense, for the constitution of more equal societies. In this regard, by centering schooling on convictions that long for more welcoming societies and that provide educational opportunities for all people, we are then in an Inclusive Education context. This movement was legitimized through international agendas and regulatory marks, bounded to the Human Rights scenario. When considering the schooling process of students with Autistic Spectrum Disorder (ASD) in the context of Inclusive Education, we seek to characterize qualitative indicators so that this process is established as satisfactorily as possible. Basically, indicators are understood as elements that translate synthetic information obtained from existing data about a certain phenomenon, which is presented here as the schooling process of students with ASD in the context of Inclusive Education. In this environment, indicators can guide actions and provide recommendations to contribute to the inclusion process and are fundamental in initiative reading and planning activities and management of specific and intersectoral public policies. In our research, the indicators were characterized through the collaboration of several actors constituted in five groups of collaborators: school managers, teachers, family members, professionals of multiprofessional care and people with ASD. Thus, mixing quantitative and qualitative analyzes, we characterized 74 indicators, giving from to a system of qualitative indicators considering the dimensional elements of Inclusive Education, supported by sveral literature and from a re-reading, we composed six dimensions of schooling of students with ASD in the contexto of Inclusive Education, called as Pedagogical and Learning Strategies, School Management, Families, Environment, Articulated Intersectoral Partnerships and Inclusive Organizational Structures and Public Policies. In light of this system of indicators, we present some methodological approaches of evaluation of these indicators and models for the definition of metrics for each indicator. These models enable us to understand how close or distant the ideal inclusive context is for each school unit. The methodological approaches for indicators evaluation allow us to understand intersubjective realities in this broad process of schooling students with ASD. Among several contributions of the research, we understand that the development of qualitative indicators shows itself as a perspective in this space of discussion of Education and other perspectives of study from this work can arise from new insights, since it appears only as one of the many possibilities of reading of a context that is put under analysis and in a way, always under surveillance: the inclusive context.