A inclusão de crianças com transtorno do espectro autista em um centro municipal de educação infantil de João Pessoa

Abstract

Autism Spectrum Disorder (ASD) is characterized by changes in the development of communication, social interaction, and behavior, requiring pedagogical practices that respect the singularities and potential of each child. In this context, the present study addresses the inclusion of children with Autism Spectrum Disorder in Early Childhood Education and aims to analyze how teacher education influences inclusive pedagogical practices for children with ASD, based on the experiences and strategies adopted in a Municipal Early Childhood Education Center (MECE). To achieve this objective, a qualitative, exploratory, and descriptive research approach was adopted, based on bibliographic research, document analysis, and field research. Data were collected through semi-structured questionnaires administered to Early Childhood Education teachers and through field notes recorded in a field diary, making it possible to understand the participants' perceptions regarding the school inclusion of children with ASD. The data were analyzed in light of the specialized literature and the legal documents that guide inclusive education in Brazil. The findings indicate that, although there have been advances in public policies aimed at inclusion, challenges remain regarding initial and continuing teacher education, the availability of pedagogical resources, institutional support, and working conditions. On the other hand, the study demonstrates that well-planned pedagogical practices, intentional teacher mediation, and collaboration among the educational institution, families, and multidisciplinary teams significantly promote the participation, learning, and development of children with ASD in Early Childhood Education. It is concluded that teacher education is one of the main factors for the effective implementation of inclusive education, contributing to the development of pedagogical practices committed to equity, respect for diversity, and the guarantee of every child's right to quality education.