Aprendizagem da criança com TEA no contexto pandêmico: desafios docentes para inclusão

Abstract

Autism Spectrum Disorder (ASD) has become one of the most relevant contents within our social and school context, thus presenting a significant growth both in diagnoses and in discussions in school and non-school environments in recent decades, becoming one of the most studied in the fields of health and education. Thus, the present work aims to point out some challenges faced by teachers throughout the pandemic context experienced between the years 2020 to 2022, thus analyzing the pedagogical practice with students diagnosed with ASD and the family-school relationship. For that, the work was carried out from field research in a school in the municipal network of João Pessoa-PB, being guided by bibliographical reviews that brought theoretical subsidies for research that was carried out with 4 teachers of Basic Education and 1 Pedagogical Manager. From this perspective, the work highlights the constant teaching struggle in the inclusion process as a result, as well as the attitudinal barriers present in society and family participation throughout the school career, thus emphasizing the effects of the pandemic on the learning of children with Spectrum Disorder Autistic.