Desafios para as práticas pedagógicas de professores para a inclusão no ensino regular de alunos com Transtorno do Espectro do Autismo (TEA)

Abstract

This work purposes to analyze the challenges of teachers in the exercise of teaching at the interface with the pedagogical practice developed in the regular classroom in which students with ASD are inserted. It is based on a qualitative approach and for the data collection, a Contact Group that had the participation of ten teachers from an elementary school from Humaitá, a city from Amazonas State. The school, locus of study, was selected for having the largest number of students with ASD in regular education in 2019. The collected data was processed in a Content Analysis, presented in three categories aimed at knowledge of inclusion and ASD ; pedagogical practices and teacher training. The highlighted responses by the survey can be summarized by stating that the challenges of teachers' pedagogical practices for the inclusion of students with ASD are related to the lack or superficiality of knowledge to know how to deal with specific situations that arise in the context of teaching and learning in classroom; the lack of human resources such as auxiliary teachers and caregivers; the need for physical and pedagogical structure at school; crowded classrooms, hindering greater attention to students with ASD; lack of institutional and personal incentive for continuing education. In view of this, it was possible to see that in the teachers' speeches, respect, affection, understanding at the student's pace, empathy, teamwork and shared experiences are coping strategies for the challenges that teachers face in the daily life of teaching. We expect that this work arouses the desire to search for new knowledge and reflections relevant to the theme of this research in which teachers who have students with Autism Spectrum Disorder (ASD), and feel challenged in relation to the development of their pedagogical practices to include and not exclude these students.