Inclusão de Estudante Autista no 3º ano do Ensino Médio na Escola Estadual Emelino Vieira no Município de Tefé/AM.

Abstract

This article presents the results of qualitative and field research developed in a Public School in the Municipality of Tefé, Amazonas. The general objective of the research is to analyze the main challenges that the Portuguese Language teacher finds in the process of inclusion of a student with Autistic Spectrum Disorder in High School. And the specific objectives are: Reflect on the inclusion of the Autistic student; Identify the preparation and training of the Portuguese Language teacher for the inclusion of the Autistic student; Know the resources and supports used by the teacher; Present suggestions for strategies to include Autistic students in activities. Among the methodological procedures adopted during the study, the bibliographic survey of authors and documents that address the theme stand out. Namely, Brasil (1997), Carvalho (2018), Mantoan (2015), Glat (2005), among others. To collect the data, a questionnaire was applied to a teacher and observations in the classroom. Among the results, it is highlighted that the Portuguese language teacher faces challenges such as the lack of preparation and training to work with the student and does not have the resources and strategies to promote inclusion during classes.