A presente pesquisa de Mestrado apresentou e analisou dados coletados durante intervenção no campo em que pretendeu investigar como as práticas corporais e o brincar aconteciam na Educação Infantil e como essas práticas auxiliam na socialização, no aprendizado e no desenvolvimento de crianças pequenas Público Alvo da Educação Especial (PAEE). Para tal, acompanhamos e analisamos os diversos momentos da jornada educativa de duas escolas públicas de Educação Infantil (pré-escola) no município de São Bernardo do Campo. Os instrumentos de coleta de dados para a pesquisa foram registros fotográficos e filmagens, além de entrevistas semiestruturadas realizadas com as professoras responsáveis das duas instituições de ensino, bem como coleta e análise de documentos, como o Projeto Político Pedagógico das duas escolas-alvo da pesquisa e a Proposta Curricular do município. Os dados foram confrontados com base na bibliografia estudada, além da discussão acerca do diagnóstico e da formação de professores(as). A pesquisa revelou que as práticas corporais e as ações brincantessão importantes para o desenvolvimento, aprendizado e para a socialização de todas as crianças presentes no contexto escolar,possibilitando que elas (re)criem, experimentem, sejam crianças. Além disso, discutimos o papel do(a) professor(a), a importância do olhar e saber ouvir as crianças, (re)aprendendo a brincar e a se conhecer, dando espaço e voz para a criança aprender e usufruir da brincadeira da melhor maneira. / This current Master´s research showed and analyzed the data collected during the field´s intervention that intended to investigate how body practices and play happened in the Early Childhood Education and how these practices assist in the socialization, learning and development of little children with special needs. To that end, we observed and analyzed the different moments of the educational journey in two Early Childhood Schools (preschool) in the municipality of São Bernardo do Campo. The data collection instruments for the research were: photographic register and shooting, as well as semi structured interviews with the teachers responsible for those two public schools, and also, collection and analysis of documents, such as the Political Pedagogical Project of those two target-schools and the Curricular Proposal of the municipality. The data were compared based on the bibliography studied, in addition to the discussion around the diagnosis and the teachers formation. The research revealed that body practices and the action of playing are important to the development, learning and socialization of all children in the scholar context, allowing them to (re)create, experiment, be children. Besides that, we discussed the teacher´s role, the importance of seeing andlistening to the children, (re)learning to play and to get to know themselves, giving the children space and a voice, so that they can learn toenjoyplaying the best way.

Submitted by Simone Catarina de Oliveira Rinaldo null (simonecatarina@yahoo.com.br) on 2016-04-11T14:17:09Z No. of bitstreams: 1 DISSERT biblioteca.pdf: 1044419 bytes, checksum: 19a9c0531e84487eca9471ce2f3f3717 (MD5) / Approved for entry into archive by Juliano Benedito Ferreira (julianoferreira@reitoria.unesp.br) on 2016-04-12T14:36:07Z (GMT) No. of bitstreams: 1 rinaldo_sco_me_arafc.pdf: 1044419 bytes, checksum: 19a9c0531e84487eca9471ce2f3f3717 (MD5) / Made available in DSpace on 2016-04-12T14:36:07Z (GMT). No. of bitstreams: 1 rinaldo_sco_me_arafc.pdf: 1044419 bytes, checksum: 19a9c0531e84487eca9471ce2f3f3717 (MD5) Previous issue date: 2016-02-22 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O movimento da inclusão escolar traz muitas dúvidas, principalmente em relação à escolarização e apresenta ainda muitos desafios. No caso de crianças com Transtorno do Espectro Autista (TEA), estes parecem ser maiores diante de suas características específicas (dificuldades de socialização e de comunicação) e de estereótipos predeterminados por concepções equivocadas dos profissionais e familiares que se relacionam com elas. O objetivo deste estudo foi descrever o processo educacional de crianças de quatro anos de idade com TEA nos contextos de desenvolvimento e aprendizagem na Educação Infantil e no Atendimento Educacional Especializado (AEE) da escola comum, bem como na família, buscando entender como se estabelecem as inter-relações entre os diferentes contextos. A fundamentação teórica respaldou-se na Perspectiva Bioecológica do Desenvolvimento Humano proposta por Urie Bronfenbrenner. Participaram da pesquisa três profissionais da Secretaria Municipal de Educação (SME), uma diretora de escola, duas professoras regentes, uma professora itinerante e duas crianças e dois pais, totalizando onze participantes. O estudo se caracteriza como uma pesquisa qualitativa, de natureza descritiva. Foram realizados dois procedimentos de coleta de dados: entrevista com base em roteiros semiestruturados e observação das crianças com TEA com registro em diário de campo. Os principais resultados mostraram que a SME vem atualizando suas propostas para a Educação Infantil e Inclusiva do Município em prol do desenvolvimento e aprendizagem de todas as crianças matriculadas. Ainda, que o conhecimento e as concepções da equipe escolar e dos pais sobre as características de crianças com TEA apoiam-se no entendimento do senso comum. Por fim, sobre o processo de escolarização e de inclusão das crianças com TEA, no contexto da escola comum, tem-se que as professoras o desenvolvem de forma a inseri-las na sociedade, entendendo que a inclusão deve ser iniciada na primeira etapa da educação básica. Em contrapartida, os pais consideram que, para a inclusão ocorrer de fato, a escola precisa estar preparada e dispor de recursos materiais, humanos e arquitetônicos para atender a demanda dos alunos público-alvo da Educação Especial. Dessa forma, considera-se que a permanência e o prosseguimento dos estudos destes alunos dependem da reorganização do sistema educacional e de uma revisão de antigas concepções e paradigmas educacionais. / The movement of school inclusion brings many questions, especially in relation to education and still presents many challenges. In the case of children with Autistic Spectrum Disorder (ASD), these seem to be higher on their specific characteristics (difficulties in socialization and communication) and predetermined stereotypes by misconceptions of work and family that relate to them. The objective of this study was to describe the educational process of children from four years old with ASD in development contexts and learning in Early Childhood Education and Care Specialized Education (CSE) of the common school as well as in the family, trying to understand how to establish the interrelationships between different contexts. The theoretical framework was endorsed on Bioecological Perspective Human Development proposed by Urie Bronfenbrenner. The participants were three professionals of the Municipal Secretary Education (MSE), a school principal, two teachers regents, an itinerant teacher and two children and two parents, a total of eleven participants. The study is characterized as a qualitative research of descriptive nature. Two data collection procedures were performed: interview based on semi-structured scripts and observation of children with ASD with daily field. The main results showed that the MSE has updated its proposals for Early Childhood and Inclusive Education of the Municipality for the development and learning of all children enrolled. Still, the knowledge and conceptions of school staff and parents about the characteristics of children with ASD rely on the understanding Special Education student audience of common sense. Finally, on the process of education and inclusion of children with ASD, in the context of the common school, it has to be the teachers to develop in order to insert them into society, given that the inclusion should be initiated in the first stage of basic education. In contrast, parents consider for inclusion actually occur, the school must be prepared and dispose of material resources, human and architectural to meet the demand of the Special Education student audience. Thus, it is considered that the permanence and further education of these students depend on the reorganization of the educational system and a review of old concepts and educational paradigms.

Today's early childhood programs are required to have high-quality inclusive classrooms that serve preschool children with disabilities and diverse needs employed by highly-qualified early childhood teachers. The problem of this study was to describe the current status of pre-service teachers' perspectives of their own teacher self-efficacy, philosophical beliefs, and epistemological beliefs for inclusive practices in an early childhood classroom at the conclusion of an introductory early childhood education course. The study also looked at differences by certification track- EC-6 bilingual (n = 5), EC-6 generalist (n = 8), EC-6 ESL (n = 12), and all-level SpEd (n = 7). The participants (n = 32) were a convenient sample in an Introductory to Early Childhood Education course at a Texas university. Three post-course assignments (i.e. the final self-evaluation, the post-course philosophy of education, and the post-course successful early childhood inclusive teacher drawing) were given to students in an introductory early childhood course and were subjected to content analysis and thematic analysis. The TEIP survey was used as a framework for content analysis. The group-as-a-whole, the EC-6 bilingual, the EC-6 generalists, the all-level SpEd, and the EC-6 ESL certification track participants' teacher self-efficacy perspectives content showed high teacher self-efficacious comments in regards to "classroom environment and student expectations." The all-level SpEd certification track participants' data showed high high teacher self-efficacious comments similar to the group-as-a-whole, with additional comments focused on "providing an alternative explanation or example when students are confused," and "improving the learning of a student who is failing." The group-as-a-whole philosophical perspectives focused on "safety" (in the classroom), "parent involvement," "building relationships with students and parents," "student success," and "classroom environment." EC-6 bilingual certification participants' philosophical perspectives primarily focused on "student success" and "instructional strategies." All-level SpEd certification participants focused on "parent involvement" and "classroom environment." EC-6 generalists certification participants' philosophical perspectives focused on "classroom environment," "community of learners," "parent involvement," and "collaboration with other educators." EC-6 ESL certification track participants' philosophical perspectives focused on "parent communication/parent-teacher communication" and "student success." The group-as-a-whole and all certification track epistemological perspectives focused on (a) "monitor and adjust," (b) "know your students," (c) "awareness," (d) "caring" (about your students), and (e) "teacher character traits needed." The one exception was the EC-6 generalists and all-level SpEd certification track participants adding the focus of "teaching strategies/strategies" and "informal assessments" respectively. The findings revealed that the participants' own experiences, past and present teacher models, respected individuals, and enacted course curriculum(s) influenced their teacher self-efficacy, philosophical, and epistemological perspectives. Implications from this study include adding (a) a focus on education laws and policies to the introductory early childhood course to provide a broader understanding about inclusion, (b) more enacted curriculum to include application to theory to encourage research-based/best practices in future classrooms, and (c) using a mind shift from "what is the disability" to "what is the ability" in more wholistic teacher preparation courses versus silo-track teacher preparation courses.