Características da entrada e permanência de mulheres autistas na Faculdade de Educação: práticas pedagógicas para a autenticidade e visibilidade

Abstract

The present work aims to understand what are the specific characteristics of the entrance and permanence of autistic women in the Faculty of Education of the Federal University of Ceará (FACED/UFC) and the pedagogical practices aimed at this group, seeking to understand if these practices allow authenticity and visibility for subjects who could not always be authentic and visible. In this regard, the impressions of autistic young women about their school background were analyzed, in comparison with their experiences in the Faculty of Education and the literature already produced about autism. Subsequently, the specificities of pedagogical practices at FACED were analyzed in relation to this public. Finally, it was identified how these practices impact the promotion of authenticity and visibility of different narratives and ways of being for students, including women with ASD. The research conducted was qualitative, exploratory and descriptive, seeking to understand as much as possible the impressions of these research subjects in comparison with the context in which they are. MINAYO's hermeneutic-dialectical analysis method was used to analyze the data, in which one seeks to interpret the meanings that the research subjects present in their narratives in relation to the object of study, along with the analysis of the whole and the contradictions presented between these two elements. Semi-structured interviews were applied to the research subjects, in addition to an electronic form. The teachers answered only one questionnaire, and one teacher chose to answer via voice message. The theoretical support for the research focused mainly on the most recent research involving gender, disability and education. To understand the issues related to pedagogical practice, Paulo Freire was a support in what regards to education with commitment, aiming at the promotion of autonomy, and the reflections of Maria Amélia Santoro Franco also gave support to the discussion. The analysis of the research data and the constructed narratives makes it possible to understand that FACED has pedagogical practices that are mostly directed towards inclusion, and responsibility in the educational process. Although experiences of exclusion stemming from attitudinal barriers are still present, it was possible to conclude that some teachers have enough information to make the necessary adaptations, making the class aware of this need. The support of classmates also proved to be crucial for the students to remain in college, since the adaptations often come from their peers.