Relação entre a formação docente e a “pseudopatologização” de comportamentos associados ao transtorno do espectro autista: uma análise bibliográfica

Abstract

Early Childhood Education is a fundamental stage for the integral development of children, marked by intense cognitive, social, and emotional transformations. In this context, the teacher plays a central role in observing and interpreting children's behaviors. However, there is a growing tendency in schools to interpret childhood manifestations as signs of developmental disorders, especially those related to Autism Spectrum Disorder (ASD). Given this scenario, this study aims to investigate how scientific production over the last ten years has discussed the relationship between teacher training and the interpretation of children's behaviors associated with ASD in the context of Early Childhood Education. This is an integrative bibliographic research with a qualitative approach, based on studies published between 2015 and 2025 in the SciELO database and the CAPES Catalog of Theses and Dissertations. After a selection and analysis process, ten studies were examined, organized into three thematic axes: gaps in teacher training, risks of hasty interpretations or medicalization of children's behaviors, and proposals for formative practices aimed at school inclusion. The results show that weaknesses in initial and ongoing teacher training can influence the understanding of children's behavior, contributing to reductionist interpretations or inappropriate referrals. It is concluded that strengthening teacher training is essential to promoting more critical and contextualized interpretations of children's behavior, contributing to the construction of an early childhood education committed to respect for diversity and the integral development of children.