A política de educação da pessoa com transtorno do espectro autista no município de Goiana-PE

Abstract

The present theme of this course conclusion work arose through experiences in internships carried out during the degree in the Pedagogy course at the Federal University of Paraíba; covered by the five mandatory stages of graduation, considering existing laws and public policies for children with autism spectrum disorder at national and later state and municipal levels.To construct this work, qualitative research was used through bibliographic and documentary means with the aim of analyzing the education policy and the legislation for students and people with autism spectrum disorder in the municipality of Goiana, as well as the national education plan and its specifications on people with disabilities in addition to the identification of the laws that support the rights of people with disabilities at the national, state and municipal levels and finally description and analysis of data from the 2022 school census in the city of Goiana on students with autism spectrum disorder.The theoretical contribution of this research emerged through the eyes of the following authors: Orrú (2012); Goffman (2008), Fávero (2009), Mantoan (2003) and Sassaki (2003).Therefore, the analysis of this monograph ranged from the historical context to contemporary times about what autism is and its levels in view of recent updates, the public policies that were created nationally and in the State of Pernambuco and then in the city of Goiana; highlighting the surveys of data exposed from the School Census in the year 2022 in the following segments: general data on students enrolled in the city of Goiana 11,081; the number of students present in specialized educational services was 448 and the number of 90 autistic students, within the analysis carried out in twenty-six municipal schools. Thus, in terms of legislative basis, the advances achieved by people with disabilities are noticeable, as the struggles generated in the social, personal, legislative, educational and civic areas, aimed at the inclusive and empowering training of each subject, not only with autism , but all other deficiencies that should not be seen as defining your competencies.