O professor e o autismo: desafios da inclusão no ensino básico da rede pública

• Ano de defesa: 2023
• Autor(a) principal: Silva, Cláudia Célia da
• Orientador(a): Crestani, Luciana Maria
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade de Passo Fundo
• Programa de Pós-Graduação: Programa de Pós-Graduação em Letras
• Departamento: Instituto de Humanidades, Ciências, Educação e Criatividade - IHCEC
• País: Brasil
• Palavras-chave em Português: Autismo; Inclusão escolar; Escolas públicas; Educação e Estado; Ambiente de sala de aula
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: http://tede.upf.br:8080/jspui/handle/tede/2616

The research addresses how the process of inclusion of students with IDD is carried out. Autistic Spectrum in the regular classroom of the initial grades of E.E.E.F.M. Bernardo Guimarães, institution of the state public education network in Cacoal/RO, especially with a focus on classroom practice and the teacher, with an emphasis on the potentialities and weaknesses associated with such a process. As for methodology, we seek through qualitative research, embodied in exploration of bibliographies and texts set out in the Brazilian legal system, base the study and understand the scenario in which autism, inclusion and The role of the teacher in implementing the inclusion of the ASD student is inserted in the context educational education and, secondly, research into field, collecting and analyzing the speech of five educators from the Early Years of Elementary School who have or have already had the experience of working with autistic children in the regular classroom. To this end, a review was carried out literature on the topic, covering concepts related to autism, as well as public inclusion policies in Brazil, based on studies by Chiote (2013), Mendes (2006), Rogalski (2010), Romanowski and Oliver Martins (2016) and Vicari and Rahme (2020), as well as the standards that deal with inclusion, especially the Law on Education Guidelines and Bases and Technical Note no. 24/2013/MEC/SECAD/DPEE. The results show that teachers face difficulties in including autistic students, mainly due to the lack of adequate preparation to deal with specific needs of this group. Furthermore, the absence of the support in the classroom, the lack of resources and support from the school and the teaching are also highlighted as obstacles to inclusion. It was highlighted that the active family participation in the inclusion of autistic students is a potential explored by teachers and the school, which has contributed and facilitated the role of the teacher in the classroom. In short, the importance of investments training and training for teachers, aiming to improve the quality of inclusion of autistic students in basic public education. It is also suggested actions that can be taken by schools and the education network to promote inclusion, such as adapting teaching materials and creating partnerships with professionals specializing in autism. The dissertation contributes to the debate on the inclusion of autistic students in basic education, highlighting the importance of the role of the teacher in this process and pointing out ways to overcome the challenges faced.