Aperfeiçoamento didático-pedagógico de professores da educação infantil diante de estudantes com Transtorno do Espectro Autista - TEA

Abstract

This study is based on the challenges present in pedagogical practice within the schooling process of children with Autism Spectrum Disorder (ASD), considering the need for and contributions of continuing teacher education in Early Childhood Education within the context of inclusion. The aim of this research was to analyze how didactic-pedagogical improvement contributes to strengthening inclusive pedagogical practices among Early Childhood Education teachers in supporting students with autism. In this regard, the study adopts a qualitative approach of a bibliographic nature, grounded in the analysis of academic works and official documents addressing teacher education, Early Childhood Education, and inclusive pedagogical strategies. The research involved the analysis and categorization of formative guides available in the databases of the CAPES Journal Portal, EduCapes, the Graduate Program in Special Education (PPGEESP/UFRN), as well as institutional repositories of the Federal University of Rio Grande do Norte (UFRN) and the Federal University of Paraíba (UFPB), aiming to understand their contributions and limitations. The results reveal gaps in the initial training of Early Childhood Education teachers, particularly regarding the articulation between theory and practice, as well as a lack of confidence in dealing with the diversity present in the classroom. The analysis also identified an insufficiency of comprehensive training materials aimed at preparing teachers to develop pedagogical practices focused on children with ASD. In response to this scenario, a formative guide was developed with an emphasis on supporting teaching practices, integrating theoretical guidance and pedagogical strategies suitable for the school routine. It is concluded that continuing education, combined with practical teaching tools, can contribute to the development of more consistent, intentional, and inclusive pedagogical practices, fostering the development and participation of children with ASD in the schooling process.