Ações educacionais inclusivas no ensino de ciências na concepção da equipe multidisciplinar escolar sobre o transtorno do espectro autista, em Manaus/AM

Abstract

The Constitution of the Federative Republic of Brazil – 1988 – ensures education as a right of all Brazilian citizens, with no exceptions. However, thirty-five years later, and with the emergence of several other laws, the inclusion of people with disabilities has not yet occurred in its fullness. This study aimed to examine the knowledge and perceptions of teachers about students enrolled in the regular education network in Manaus-AM, diagnosed with Autism Spectrum Disorder (ASD). The project had a literature review that contextualized educational practices with autistic people in the context of Inclusive Education (IE). The general objective of the investigation consisted of examining the perceptions of professionals linked to school activity, about students enrolled in the regular education network in Manaus-AM, Elementary Level - Final Years and High School -, diagnosed with ASD. In addition, the research sought to deepen the concepts and applications of legislation in the inclusion of people autism, researched literatures about intellectual disabilities and, finally, analyzed the strategies of education and health professionals in the inclusion of students with autism in classrooms in Manaus, pointing out whether such evidence can inform future understanding in the specific context. This research included a diagnostic carried out with several teachers and health professionals, in order to know how the subject – children and teenagers with autism – is being worked on in regular education and how their representation take place on legislation in the EI. We started from the Online Focus Group methodology carried out with specialist teachers in EI and health professionals who work with autistic people, from two schools of the regular Municipal and State network and an Institution that works only with children and adolescents with ASD. To this end, it was possible to organize a meeting in a productive way with lots of exchanges of ideas. From the collected data, we can highlight the need for a more heterogeneous and proactive training to offer more adequate teaching, emphasizing the importance of continuous training, pedagogical support, using appropriate resources and time to meet the needs of students with autism.