O papel do educador e o aluno autista

Abstract

The presente work, whose theme is about The role of educator and autistic student, approaches the pedagogical practices that permeat the teaches performance as a professional turning to work with the autistic student. The research, of na exploratory nature, was made through a case study in a private school, where intervention activities were applied with three autistic students of different ages and series. As a general objective, we presente the challenges that guide the teacher’s practice with autistic student, citing experiences lived in na attempt to help professionals who work or will work in the area of Special Education. We presente, in specific objectives, the characteristics of the autistic student, besides reflecting on the pedagogical practices presente in the educacional process and to direct the practices of the teacher to work with the autistic student. We have, as the main theoretical reference of this work, the following: Rodrigues and Spencer, dealing with autistic characteristics; the Law no 12.764/2012 – Law Berenice Piana –which has represented an advance in the trajectory of struggle for the rights of the autistic, eliminating any form of discrimination, reaffirming the rights of citizenship that refers to education, social protection, work and the provision of services that provide equal opportunities and the Brazilian Law of Inclusion – Law no 13.146/2015 – reinforcing the rights of the autistic with respect to the companion and personal attendant as well as the importance of the union between State, family and school community to guarantee a quality education for the person with disability. Through so many challenges that accompany the role of the educator, we will show that it is possible to obtain significant results in the development of the autistic student even if he does not have the necessary support and accompaniment that is provided for in the Law and is his by right.