A Tutoria de Pares na Educação Profissional e Tecnológica: a mediação do estudante tutor no desenvolvimento do estudante tutorado com transtorno do espectro autista

Abstract

This study investigated Peer Tutoring as an inclusive strategy for students with Autism Spectrum Disorder (ASD) at the Federal Institute of Pernambuco (IFPE). Grounded in the principles of educational inclusion, the research examined how this mentoring model could enhance the academic and social development of students with ASD, considering their specific challenges in communication and social interaction. The study aimed to analyze the mediation strategies used by tutors in the program, identifying their contributions to the cognitive and social development of ASD students. The theoretical framework was based on Vygotsky’s concepts of semiotic mediation and the Zone of Proximal Development (ZPD), which highlight the importance of social interactions in the learning process. Methodologically, the study followed a qualitative research approach, using Bardin’s Content Analysis to examine the collected data. The investigation was organized into three categories: (1) Interactions, mediations, and development in Peer Tutoring; (2) Entry conditions, welcoming, and monitoring; and (3) Pedagogical and social inclusion in Peer Tutoring. The results indicated that Peer Tutoring promoted progress in the academic and social development of students with ASD, particularly through personalized strategies such as activity adaptations, visual aids, and technological resources. The establishment of affective bonds between tutors and tutees was highlighted, fostering trust and engagement in the learning process. Mediation proved essential in the tutoring process, with tutors acting as facilitators who tailored their support to each tutee’s individual needs while encouraging autonomy. The research also emphasized the importance of tutor selection and training for the program’s effectiveness, as these factors enhance interactions and maximize pedagogical mediation outcomes. However, structural challenges were identified, particularly regarding the need for greater engagement from faculty and course coordinators, as well as the demand for expanded institutional resources to consolidate and expand tutoring initiatives. As an educational product, a Final Technical Report was developed to support the management processes of the Peer Tutoring Program, providing research-based insights for decision-making and program improvement. The report includes a risk analysis aligned with institutional policies and offers recommendations to strengthen educational inclusion