Ensino remoto emergencial para estudantes com transtorno do espectro autista: Um quebra-cabeças

Abstract

Emergency Remote Teaching (ERE) emerged due to the COVID-19 pandemic, being a viable alternative to contain the spread of the Coronavirus and continue the educational activities started in person in 2020. Before the pandemic, there were already numerous barriers to the school inclusion of students with Autistic Spectrum Disorder (TEA), however, during the pandemic, some difficulties worsened. Therefore, the present research questions: did a school inclusion occur during the ERE for students with ASD? To answer this question, the general objective was to describe how the ERE process for students with ASD occurred during the COVID-19 pandemic. To enable the achievement of the general objective, specific objectives were defined: to know the difficulties encountered by professors to teach students with ASD during the ERE; identify the strategies that teachers used to teach students with ASD during the ERE; and, finally, to reflect on inclusion practices for students with ASD during the COVID-19 pandemic. For the writing of the text, the metaphor of the puzzle game was used as a methodological organizer, as it was understood that by identifying and assembling the pieces of the puzzle, it would be possible to present some issues involved in the complex issue under study. From the methodological point of view, the research can be classified as qualitative, exploratory and literature review. A search was carried out in articles available in full on Google Scholar, by Brazilian authors and in Portuguese, dealing with educational experiences carried out during the ERE, in the years 2020 and 2021. For this, the following search expressions were used, in an associated way: “ensino remoto” and “autismo”; “TEA” and “ensino remoto”, when 29 articles were selected for reading. In the data analysis, the stages of reduction, display and conclusion were used, from which the following pieces for the puzzle were arrived at: Covid-19 Pandemic, Autism Spectrum Disorder, Emergency Remote Teaching, School Inclusion, Educational Planning, Brazilian Legislation, Pedagogical Strategies and Structural Difficulties. From the fitting of such pieces, possibilities, limits and continuities of the ERE were identified, namely: 1. The restricted opportunities offered during the ERE did not favor the development of the abilities of students with ASD; 2. Domestic and teaching conditions made it difficult for students with ASD to get involved in activities and to sustain the school bond; 3. Even in the face of so many difficulties, it was the teachers who made the school continue during the COVID-19 pandemic; 4. Despite some efforts made, it can be seen that the ERE for students with ASD did not have the expected results. Thus, it is concluded that the way of including students with ASD in the ERE during the COVID-19 pandemic was unfortunately unfavorable, as it did not address the needs presented by these people and their families.