Práticas pedagógicas na perspectiva da inclusão de educandos comTranstorno do Espectro Autista no ensino de ciências dos anos iniciais do ensino fundamental : um estudo no contexto de uma escola situada no sertão pernambucano

Abstract

The present study aimed to analyze the relationship between pedagogical practices directed at the inclusion of children with Autism Spectrum Disorder - ASD and the training process of teachers for Science Education in the early years of Elementary School. ASD comprises neurodevelopmental disorders characterized by deficits in communication, behavior, and social interaction, with a wide variation of manifestations from person to person. Students with disabilities are entitled to quality education that respects their specificities. In recent years, discussions on school inclusion have intensified, being an active and important theme in science education, given that scientific knowledge has always been present in human interactions and is necessary in people's lives. This qualitative research was conducted in a municipal public school in Serra Talhada - PE, with the participation of two teachers who teach Science in the 5th grade of Elementary School and the school manager. The data collection took place through observations and semi-structured interviews, and data analysis was developed based on critical interpretation and inspired by the principles of Discourse Analysis - DA. The research results indicated that the school documents are in accordance with Brazilian legislation; however, in practice, inclusion does not occur as it should. The pedagogical practices of the interviewees aim to include students with ASD; nevertheless, there is a need to improve the quality of continuing education on this topic.