Percepção de professores sobre práticas pedagógicas para crianças com Transtorno do Espectro Autista na Educação do Campo da Paraíba

Abstract

Field Education and Special Education are teaching modalities that together can enable the teaching-learning process of children with autism spectrum disorder who live in the countryside. In this context, this work aimed to analyze the perception of teachers regarding pedagogical practices and the achievements and challenges for inclusive education of students with autism spectrum disorder in schools in the countryside of Paraíba and the specific objectives were to identify pedagogical practices reported by teachers for the teaching-learning process of students with autistic spectrum disorder in schools in the countryside of Paraíba and to identify the achievements and challenges of teachers for the inclusion of students with autistic spectrum disorder in schools schools in the countryside of Paraíba. The research is part of the methodological assumptions of qualitative research with an exploratory character. A general mapping of the state of Paraíba was carried out by the school census of the year 2021 about the enrollment of students with autism spectrum disorder in rural schools and it was identified that the 3rd Regional Education Management has the highest number of enrollments. Thus, six municipalities were selected to carry out the research, but only two agreed to participate. The research instrument was an online questionnaire, which was applied to eight regular school teachers from rural schools in these municipalities in an online meeting through Google Meet, previously scheduled with those responsible for the Department of Education of the two municipalities and thus applied by the Google platform forms. The results were categorized and analyzed using Content Analysis. Pedagogical practices were analyzed in the perception of teachers and important guidelines within the whole concept such as training, evaluation, pedagogical resources, accessibility services, among others. In addition, it was discussed what the teachers most considered as challenges and achievements within the reality and situation they face. Thus, it was possible to identify that training and knowledge about the autism spectrum disorder as well as about Rural Education were the points that teachers had the most difficulty in commenting and describing, as well as the issue of difficulty in relation to the structure of schools , the lack of specific teaching materials and the lack of school and family support. When it came to the achievements, it was possible to verify that there are still teachers who overcome the difficulties of this reality and in their conditions try to include the child with the autism spectrum disorder in their pedagogical practices. It was noted that there are still deficiencies, schools are poorly prepared for students with autism spectrum disorder to develop as citizens capable of thinking, learning, building and making decisions. However, it was possible to notice that the teachers try to carry out their pedagogical work with what they have available. Thus, it is possible to state that many interventions need to be developed so that inclusion in Rural Education and the pedagogical practices carried out by these teachers are achieved.