Educador e autismo: desafios frente a inclusão de crianças com tea no centro educacional infantil no município de Parintins-AM

Abstract

The present study started from the idea of understanding the pedagogical strategy of the kindergarten teacher with a student with ASD and how it can help him to overcome his limitations and difficulties in the teaching-learning process. The problem arose during the internship, when it was possible to perceive the difficulty of teachers in teaching classes in early childhood education for students with autism. And the questions arose. In these circumstances, the general objective is to analyze the pedagogical strategy of the teacher who works with autistic students in kindergarten in a school in the city of Parintins. Its specific objectives are to verify what the authors reveal about autism, to find out how the work with autistic children has been carried out and to describe which methods are used in early childhood education by the teacher in the classroom. As theoretical contributions on the pedagogical strategy from the perspective of the student with ASD, it was based on the literature of Cunha (2017; 2020), Franco (2011), Gaiato (2018), Guerra (2021), among others. It is a qualitative work. Its methodology consists of participant observation about the didacticpedagogical strategies of the teachers applied in the classroom with autistic students, the student's behavior in response to the classes taught by the teachers and interviews with the teachers to discover how they think, act and carry out the their pedagogical practice, as well as the challenges faced in the inclusive teaching of students with ASD. The work enabled us to verify the main factors that hinder the inclusion and teachinglearning process, which are, lack of adequate training, lack of didactic resources and appropriate materials. It is concluded that the teacher's challenges are many in this perspective, which requires specific and continuous training for the foundation of an adequate pedagogical practice for the teaching-learning of the student with ASD, so that he has the chance to develop cognitively and socially with other students.