O Transtorno do Espectro Autista (TEA) nas práticas pedagógicas de professores de uma escola municipal de Marí/PB

Abstract

The present work of course completion has the general objective to analyze the conceptions of teachers in the care of children with autism and as specific objectives, they stand out: Understand how the teachers conceive the inclusion of children with autism; to identify the main difficulties encountered by the teachers in the work with inclusion and to investigate pedagogical actions that contribute to the learning and development of students with autism. The choice of theme arose during the internship process, in which much was said about inclusion and its importance in the learning process, which in reality was quite different. From this observation also emerged the following problematic: What are the difficulties encountered by the teachers in the care of autistic children and what the training / preparation to act with this syndrome. To do so, the methodological procedures adopted in the research were based on the qualitative approach, performed through the field study, in which the questionnaire was used as a data collection instrument. For the theoretical reference of the study, the contribution of some researchers who have been developing pertinent studies on the same subject, Bosa, (2002) Correia (2008), Costa, (2012), Cunha (2014), Marchezan and Risk 2016), Nóvoa (1995), Rodrigues (2015), Silva (2012). For the discussions of the results, the answers of the questionnaires were analyzed, inserted in graphs for better visualization. It is these data that have helped us reach the final result. It is concluded that the difficulties can be overcome through training and use of existing methods to considerably improve the behavior and interaction of students, not only autistic, but all children with some special need.