A formação docente no curso de pedagogia sob a óptica de uma mãe de criança com Transtorno do Espectro Autista

Abstract

The main objective of this study was to reflect on the relevance of teacher training and its implications in atypical motherhood, more specifically Autism Spectrum Disorder (ASD), as well as its effects inside and outside the academic space. In this way, the following specific objectives were outlined: to think about the process of teacher training linked to 'the historicity of life'; to report academic experiences/contributions in the diagnostic and learning process of an ASD child. This is a qualitative, bibliographical and autobiographical study, which used data obtained as a result of training, as well as the contributions of curricular components of the Pedagogy course at the Federal University of Paraíba (UFPB), in maternal experiences with an autistic child. In order to carry out the research, a number of authors were consulted, including: Nóvoa and Finger (2014); Tardif (2004); Momberger (2016), Bragança (2012), among others, who made it possible to broaden our understanding of the subject. It was found that the numerous academic contributions have had a significant impact on overcoming barriers in various areas, as well as the importance of broadening this debate within the academic space.