Banca de QUALIFICAÇÃO: KELYDA OLIVEIRA DA SILVA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
DISCENTE : KELYDA OLIVEIRA DA SILVA
DATA : 15/12/2025
HORA: 08:00
LOCAL: sala de video conferência Unidade I Campus de Alta Floresta
TÍTULO:

Autism and the Environment: Educational Services in Alta Floresta – MT

PALAVRAS-CHAVES:

Autism Spectrum Disorder (ASD), School Inclusion, Specialized Educational Services (SES), Support Professional, Environmental Education

PÁGINAS: 125
GRANDE ÁREA: Ciências Biológicas
ÁREA: Biologia Geral
RESUMO:

Autism Spectrum Disorder (ASD) is a neurodevelopmental condition that requires individualized educational approaches and specialized support to ensure effective school inclusion. In Brazil, this support is underpinned by a robust legal framework, such as the Brazilian Inclusion Law and the National Policy on Special Education. However, a gap persists between regulation and pedagogical practice observed in many local contexts, especially in municipalities in the interior of the Amazon, such as Alta Floresta-MT, where environmental richness contrasts with the precariousness of educational support. This research aimed to analyze the educational services offered to students with ASD in Alta Floresta-MT, identifying the profile of support professionals and exploring the intersection between autism and natural environments as a tool for inclusion. Specific objectives included: quantifying the number of enrollments; mapping the professional support structure; analyzing the performance and challenges of support professionals; and investigating the pedagogical-inclusive potential of activities in accessible natural environments. The research adopted a mixed-methods approach (quantitative and qualitative), structured in three complementary studies. Chapter 1 conducted a survey using questionnaires administered to school networks. Chapter 2 involved field research with 86 professionals, using online questionnaires and thematic content analysis. Chapter 3 consisted of a single instrumental case study, qualitative and observational in nature, involving 63 students from the municipal school system, 8 of whom had ASD, in a pedagogical activity at the Trilha das Castanheiras (Chestnut Trail), with data triangulation through observation, questionnaires, and team reports. Based on the study results, 490 students with ASD were identified as enrolled in the municipality, with the highest concentration in the municipal school system, registering 270 enrollments. Weaknesses in the support structure were observed: insufficient availability of resource rooms, incomplete multidisciplinary teams lacking speech therapists and occupational therapists, and the support professionals' work predominantly focused on operational care, especially in the municipal school system, where 85.1% had only completed secondary education. The activity on the accessible ecological trail demonstrated promising results: elimination of nervousness, 100% sensory engagement and social interaction, and promotion of emotional regulation, functioning as a co-mediator of inclusion. It is concluded that the school inclusion process for students with ASD in Alta Floresta-MT is in a growing stage, but is still fragmented and marked by inequalities between school systems. The realization of a truly inclusive education requires overcoming the identified gaps through clear regulation of the functions of inclusion support professionals, continuous professional qualification, strengthening collaborative and intersectoral work, and the pedagogical exploration of accessible natural environments, which have proven to be viable and transformative tools for promoting substantive inclusion.

 

MEMBROS DA BANCA:
Presidente - 96420004 - IVONE VIEIRA DA SILVA
Interna - 253817001 - JULIANA GARLET
Externo ao Programa - 217513020 - MARCOS JOSE GOMES PESSOA