REPRESENTAÇÕES SOCIAIS DOS PROFESSORES DE SALAS DE RECURSOS MULTIFUNCIONAIS SOBRE ALUNOS COM TRANSTORNO DO ESPECTRO AUTISTA: SABERES E PRÁTICAS NO CONTEXTO DO ATENDIMENTO EDUCACIONAL ESPECIALIZADO

Abstract

This article examines the teacher's discourse who work in the Educational Service Specializing in the elementary school and who assist students with Autism Spectrum Disorder. The aim this paper is to understand the social representations of teachers who work in that classroom based the analyses on the Theory of Social Representations (TSR) developed by Serge Moscovici (1978). To this end,Rhetoric is presented as a method of discourse analysis, based on the authors Chaïm Perelman and Lucie Olbrechts-Tyteca, who formulated the Theory of Argumentation in the New Rhetoric movement. The analysis based on the argumentative schemes exposes what is admitted or not by the group in question. Regarding the constitution of social representations, it was noted that the group views learning in a positive, romanticized and realistic way. In short, the rhetorical analysis of the teachers' speeches reveals a strongly persuasive discourse and arguments that seek to direct the audience's attention to a romanticized view of autism. However, the absence of counter-discourses can make this representation limited, as the reality of autistic students is not a standard for all school contexts.