Formação de professores e a inclusão de alunos com transtorno do espectro autista

Abstract

The prevalence of autism is 1 for every 44 children, which implies that it is very likely that teachers, throughout their careers, will come across in their classrooms with students within this specificity. Brazil established from the 1988 Constitution that education is a right for all and, since then, the documents that guide and systematize Brazilian education have adopted an inclusive perspective. Valuing for an inclusive education, it is important to emphasize that it is not limited to the entry of these students into school, making it necessary to think about their permanence. In this sense, the teacher is the professional, together with the school, responsible for thinking, planning and executing strategies so that these students can effectively participate in the school routine. From this context, this research aimed to analyze which elements of the training of teachers who work in regular teaching classes contribute to the inclusion of students with Autism Spectrum Disorder (ASD). The central focus is to expose the current training models and identify the knowledge related to ASD that are part of the teachers' learning repertoire. The research has a qualitative nature, and was carried out through interviews with four teachers from the early years of elementary school at a public school, located in the city of João Pessoa (PB). The interviews were conducted in person and followed a semi-structured script. After data collection, the audio recordings were transcribed and, based on their analysis, they were divided into themes for analysis. The main results are that the training of teachers from a perspective of permanent training helps teachers to assume an inclusive stance. The teachers were able to perceive the characteristics of ASD and build some strategies for the inclusion of these students. However, there is still a need for training aimed at the specificities of these students. In addition, it is essential that the school and the family make a commitment to the training of these students, so that teachers receive more support for their pedagogical work, together with students with ASD.