Inclusão de crianças com TEA no ensino regular em escolas públicas da cidade de Manaus

Abstract

The present work aims to analyze the conceptions of teachers from municipal schools in the city of Manaus about the inclusion of students with Autistic Spectrum Disorder (ASD), which is often a great challenge for teachers and the entire school community. As a general objective of the study we point out: to understand the pedagogical practices that promote the school inclusion of students with Autistic Spectrum Disorder in public schools in the city of Manaus. Thus, this research has the following specific objectives: (1) To know the conceptualization and characterization of the development and learning of children with Autistic Spectrum Disorder; (2) Reflect on the education of students with ASD from an inclusive perspective in Brazil; (3) to identify the practices developed by educators of common teaching classes to promote the school inclusion of students with Autistic Spectrum Disorder in schools of the municipal teaching network of the city of Manaus. The research methodology opted for a qualitative approach, with exploratory study and field research with teachers from the Early Years of Elementary Education who work in the municipal education network. As a data collection instrument, a questionnaire with mixed questions was used. Data analysis was performed using Bardin's (2011) content analysis method. Thus, the present work provided the realization of the need for continuing education for teachers, since teachers have prior knowledge of what TEA is, but needing to be expanded in relation to the understanding of how TEA can impact on development and learning of the students, this knowledge directly reflects on the teaching-learning and inclusion processes. Just as educators need to know more about pedagogical mediation, how it can contribute to inclusion and the role of the mediator in the educational context in relation to the inclusion of students with ASD; and reflection on teaching knowledge in the midst of school reality, which does not provide many means for inclusion, but educators are always willing to break with this culture of exclusion in their daily lives and with what they have at their disposal. Keywords: Autistic Spectrum Disorder (ASD). School inclusion. Teachers Conception.