Movimentos sociais e a causa autista: a questão do acompanhante escolar na educação básica no município de Manaus

Abstract

This research aims to understand the right to the school mediator in the classroom in regular public schools of Manaus/AM for people with Autism Spectrum Disorder (ASD) to those who demonstrate the need for follow-up, as recognized in Law 12.764/2012, as well as the difficulties in its implementation. The method will be essentially deductive, but without losing sight of the historical, especially in the first topic (social movements). In addition to the instrumental bibliographic procedure, the document was used, through the questionnaire analysis answered by the state education departments and the city of Manaus/AM about the presence of mediators in schools. In the same way, it will be made documentary analysis to portray interviews in media by founders of social movements in the State of Amazonas. The study was structured in three topics. At first, the theories of social movements and them ilitancy of this segment in there cognition of the rights of people with disabilities or autism were described, with emphasis on the strengthening of movements from the 1980´s on wards in the search for recognition of the rights of people with disabilities and autism. Then, the main laws on the rights of people with autism spectrum disorder were addressed, especially in the field of education, including international education, calling on States-Parts stounder to take immediate measures to remove any barriers that prevent the full and effective participation of Pcds in society, one iqual terms with other persons. Finally, we analyze the effectiveness of the right to the mediator (specialized assistant) in the classrooms, intended for those who demonstrate such a need, in order to evaluate the efectiveness of this right, which was recognized after intense struggles of social movements.