Análise da política nacional de proteção dos direitos da pessoa com transtornos do espectro autista e os impactos no Projeto Político-Pedagógico do curso de Pedagogia de uma Universidade Pública

Abstract

This research carried out through the Education Postgraduate Program of Unoeste, in the research line about on public policies in education, Formative Processes and Diversity, aims to analyze a National Policy for the Protection of the Rights of People with Autism Spectrum Disorders and its impacts on the political-pedagogical project, from the Course of Pedagogy, from a Public University, from a Country Town of the São Paulo's State, considering the Institutional Development Plan. In the case study research, it was used the methodological resource of document analysis. It is based on historical-cultural theory, which is substantiated on the method of historical-dialectical materialism. In this research, the legislation that refers to the National Policy for the Right's Protection of People with Autism Spectrum Disorders was analyzed, as well as The Pedagogical Political Project (PPP) of the course in reference to answer the questions related to theoretical-epistemological foundations that motivates the National Policy for the Protection of the Rights of Persons with ASD and whether the projects linked to the researched Institution express determinations established by the refered Policy. The organization and interpretation of the data obtained have occurred in the perspective of aforementioned method, thru the creation of analytics units. The results revealed that past eight years from the aprooval of the Legislation that refers to the National Policy for the Right's Protection of People with Autism Spectrum Disorders and past six years of your Decree, insubstantional progress has been made on how to provide teacher training in the reformulation of Pedagogy Course at the University analyzed. The ASD was subtly addressed in the analyzeds official documents (PPP and PDI), so that, annually, our future teachers will can be in the labor market without sufficient qualification to work in Special Education.