A inclusão escolar do estudante com Transtorno do Espectro Autista (TEA) na aprendizagem de conceitos científicos à luz da Gestaltpedagogia

Abstract

Autism Spectrum Disorder (ASD) or autism is a neurological disorder, of genetic origin, which mainly affects the development of language and communication in the individual, as well as the ability to develop social skills from the first years of life. This condition affects millions of people around the world. In Brazil, there are still no statistical studies that can clearly determine the number of occurrences of the disorder among Brazilians, there is only an estimate of a few million people. According to data from the education department of the city of Manaus, there are currently more than eight thousand autistic students enrolled in the public network, but there is still no precise and published information on how the process of inclusion of these students is taking place. The inclusion of students with ASD in the school environment is one of the most discussed issues in the field of education today. In this context, this qualitative research answered the following question: How is the process of including students with Autism Spectrum Disorder (ASD) in learning scientific concepts in elementary school in Manaus? The objectives, in short, were to analyze and describe the process of inclusion of these students in two public schools located in Manaus, identifying the difficulties faced by teachers in this context and the impressions of the family members responsible for the students during this process. The research was descriptive and exploratory in nature, where the instruments for collecting data were based on observation-reflection, in the light of Gestaltpedagogy and the application of semi-structured interviews, all records were made in a logbook. The participants were 11 teachers, 04 from Science, 05 from PAEEs and 02 from the multifunctional resource room. Additionally, 7 parents/guardians of students with ASD were interviewed. The results were analyzed in a comparative way and from the perspective of hermeneutics, showing that the social inclusion of these students has already begun, but school inclusion still faces many obstacles in the different spheres of the educational process, specifically, in initial teacher training.