A inclusão escolar e a prática pedagógica no trabalho com crianças com Transtorno do Espectro Autista: desafios e possibilidades na atuação de profissionais da educação infantil

Abstract

When thinking in the context of inclusion in Early Childhood Education, numerous challenges arise when we think of the increase in children with Autism Spectrum Disorder worldwide. This same scenario is revealed in the reality of the city of Recife, considering the spaces of Early Childhood Education, which shows us the importance of looking at the relationships that involve the process of inclusive education of these children. Considering such aspects, the present research had a general objective to understand how the pedagogical practices have been developed by the education professionals who deal with children with autism spectrum disorder in Early Childhood Education. The specific objectives were: to analyze the conceptions that early childhood education professionals have about TEA in relation to the child's behavioral, developmental and pedagogical dimensions; identify and characterize the pedagogical practices developed with children with ASD and relate the aspects of the pedagogical practices developed with the principles of active methodology; For this, a quantitative and qualitative approach was used as a research proposal with the performance of participant observation. The participants were the education professionals (06 teachers, 03 AADEEs and AEE 01) from 02 Reference Committees in Recife who have relationships with 05 children diagnosed with ASD, also considered participants in the research.he methodological procedures were interviews with the professionals and videographic records of the pedagogical practice of these professionals. Thus, the investigation proposed here intended to discuss and strengthen aspects of the inclusion of children with ASD. In this sense, the results obtained with the research, from the conception of education professionals about ASD, made us reflect that the understanding of this disorder still seems to be unclear to education professionals, mainly because there is no common discourse among professionals who deal with these children. Another aspect that draws our attention about pedagogical practices is that the activities proposed for children do not seem to have a defined purpose as to what is intended to be achieved with the child's development, where the lack of knowledge by professionals persists, and related aspects affection, planning and mediation is still brought in by a low number of professionals. Regarding active methodologies, we do not always perceive this model of action with children as protagonists of their learning. In this way, we will seek to bring discussions that strengthen inclusion around Early Childhood Education.