Sexualidade e síndrome de asperger: reflexões para o ensino de ciências

Abstract

This dissertation presents the research carried out in order to analyze pedagogical possibilities that help the educator to promote the teaching of students with Asperger's Syndrome in the science area. The sexuality theme was selected because it is still considered a taboo in society and even more so when it comes to students with specific needs. In the case of Asperger's Syndrome, its dyad of deficits: communicational, social and linguistic interaction asks the educator some questions about which strategies to approach this topic to students. In this way, one of the strategies that can assist in the development is the theoretical-methodological proposal called teaching by investigation following the steps of Carvalho (2013) associated with a Vigotskian vision, that is, having the concern with the characteristics of the current society and, for on the other hand, the students' own characteristics, in order to collaborate with their development. The investigation, defined as intervening, was carried out with a teacher and high school students from the 1st year of a State School of Professional Education in Dom Pedrito / RS., Sought to understand the educator's perceptions regarding the approach of sexuality to students with Syndrome by Asperger and other members of this class, through a pedagogical practice carried out by the science education teacher. This study aimed to mediate the construction of a pedagogical practice in Science Teaching from a perspective of Sexuality and Asperger's Syndrome and to understand the main difficulties that the educator face in addressing the sexuality theme with a student with Asperger's Syndrome in Science Education.