Crianças com TEA na educação infantil: a importância da formação continuada de professoras do CMEI na perspectiva da inclusão

Abstract

The first studies related to Autism Spectrum Disorder (ASD) emerged through the research of psychiatrists Hans Asperger (1944) and Leo Kanner (1943). Initially, what was an unknown syndrome was defined through these studies as a "reaction" in child development or a complex developmental disorder. Recognizing the importance of social relationships for the healthy development of children with ASD, Early Childhood Education serves as the first step in providing the necessary skills. In this context, author Bosa (2002) emphasizes the importance of including autism in early childhood education, highlighting the need for continuous training for early childhood educators. Therefore, this study aims to analyze how the inclusion of children with ASD occurs in reference classrooms, understanding the apparent difficulties and the necessary mechanisms to promote it. It is essential to determine whether teachers engage in ongoing training and what paths they take to foster inclusion. To achieve these objectives, qualitative research was conducted through the application of a questionnaire, inviting four early childhood educators from a Municipal Early Childhood Education Center (CMEI), who are the lead teachers of Maternal I and Pre II classes, to participate. The results obtained from the analysis indicate that, in the teachers' perspective, there is a shortfall in the ongoing training provided by the educational institution, necessitating that they seek additional training to address the demands present in the reference classroom. Thus, this study aims to present the benefits of child development when addressing the inclusion of children with ASD in early childhood education, considering the fundamental role that education plays in shaping individuals and the teacher's contribution to the development of future generations.