O aluno com Síndrome de Prader-Willi na escola comum : inclusão, escolarização e processos de subjetivação

Abstract

This study entitled "The student with Prader-Willi syndrome in the regular school: inclusion, education and subjective processes" presents data collected from a survey for the course of Master of Education of the Graduate Program - Federal University of the Holy Spirit - UFES. It aims to understand the process of adding a subjectivized student as having Prader-Willi syndrome in the context of primary education at a public school in Vitoria-ES. Specifically, it was intended: (i) to investigate behavioral characteristics of Prader-Willi syndrome; (ii) to meet the Prader-Willi syndrome individual as he /she is inserted in the context of a regular classroom environment; (iii) to identify whether there are links between the legislative´s overview about inclusive education and educational practices in the school´s context; (iv) to understand the processes of subjectivity of the individual who´s subjectivized as having the syndrome; (v) to acquaint the educational practices developed on such subject, in the regular school´s environment and also in the Specialized Educational Services (AEE), considering the socio-historical contributions. In the construction of this study, the qualitative research was adopted as the reference methodology. Its type was the ethnographic, from a case study, which signals an attempt to detailed understanding of the meanings, behaviors, actions and situations experienced by Samuel, the individual of this research, during his school routine. Finally, it was concluded that the individual was way beyond a pathologic diagnosis and was able to develop in his various dialogues, processes of teaching and learning with others, although the subjectivity of Prader-Willi syndrome