Análise dos métodos de ensino de Ciências e Biologia para alunos com o espectro autista e os desafios à prática docente: uma revisão integrativa

Abstract

The educational process is inherent to the human condition, being a complex and continuous process, permeated by several challenges, among which the need to be inclusive stands out. However, although inclusion is guaranteed by law, in practice a contradictory and challenging reality is observed in view of the limitations inherent to students with special needs, for example, students with autism spectrum disorder. Therefore, given the challenges imposed on teaching practice related to teaching Science and Biology to students with ASD, combined with the relevance of the topic and the growing number of autistic students, it is justified to deepen knowledge about this topic. Thus, the present work aims to analyze the teaching methods of Science and Biology from an inclusive perspective and associated with the challenges of these practices aimed at students with ASD. Therefore, integrative, selective, critical and reflective bibliographic research was carried out in different databases from 2014 onwards. Thus, after a thorough and integrative bibliographic analysis, data found in the literature indicate that there are successful pedagogical practices regarding the teaching of Science and Biology for autistic students, including the use of Didactic Sequences, Gamification, the use of analogies, Educational Games, Augmented Virtual Reality, Evidence-Based Practices, among other methods, which can be adopted in the regular school classroom or in the Multifunctional Resource Room. Finally, it is concluded that there are several successful methods in teaching students with ASD; however, it is reinforced that a greater commitment from the teacher and the educational institution towards this public is necessary. However, it became clear that teacher training courses do not provide adequate preparation to deal with students with ASD, and that schools are not truly inclusive environments, either due to a lack of pedagogical commitment or inadequate structure. Therefore, at the end of this work, we hope to contribute with a clear, concise, detailed and reflective approach to the methods of teaching Science and Biology that effectively contribute to the educational process of autistic students, elucidating the challenges that arise in teaching practice.