Acesso, permanência e práticas pedagógicas na escolarização de crianças com autismo na Educação Infantil de Parintins/AM

Abstract

This work deals with the access, permanence and pedagogical practices of teachers in the schooling of children with autism spectrum disorder in the city of Parintins/AM. As an objective, we seek to analyze how the schooling process of children with autism occurs in kindergarten in that locality. The following objectives were then outlined: to investigate the access and permanence of children with autism in early childhood education; get to know how the pedagogical articulation between the common room and the multifunctional resource room occurs; describe how pedagogical mediations occur in the multifunctional resource room and in the common room for children with autism. The theoretical field walks through Alves (2017), Anjos (2019), Aranha (2005), Cunha (2020), Dias (2018), Mantoan (2015), Mota (2020), as well as the reading of laws such as the Federal Constitution de 88, LDB, National Policy on Special Education from the perspective of Inclusive Education (2008). The methodological path follows the path of a qualitative research (MYNAIO, 2001) of a descriptive nature (TRIVIÑOS, 1987) for a case study (LÜDKE; ANDRÉ, 2018) and anchors in the philosophical assumptions of Dialectical Materialism (TRIVIÑOS, 1987). As data collection techniques, document analysis (LÜDKE; ANDRÉ, 2018), semi-structured interview (SEVERINO, 2007) and direct observation (LÜDKE; ANDRÉ, 2018) are used. For data analysis, Bardin's Content Analysis (2011) was used. The research subjects were 12 teachers, 4 working in the multifunctional resource room and 8 in the common room. Both the children's centers and the research subject teachers received fictitious names so that their true identities were preserved. The names chosen are part of the Amazonian culture, and may be flowers, types of wood and/or colors that represent our diversity. With the results, we showed that access, permanence and pedagogical practices in the schooling of children with autism in early childhood education in Parintins/AM present their contradictions, inherent to the social, cultural, political and economic issues that are part of the educational process and of man's relationship with society. Children with autism are being enrolled in regular schools, treated here as early childhood education centers, and when entering public education in Parintins, the child begins to be attended both by a regular classroom teacher and has the right to participate in Specialized Educational Assistance – AEE, as well as the public policies for special education. However, the way in which these activities are being carried out has deviated from what social and educational public policies postulate.