Práticas inclusivas e desafios na educação de alunos com TEA: um estudo de caso em escola regular do município de General Carneiro-PR

Abstract

The inclusion of students with Autism Spectrum Disorder (ASD) in mainstream education goes beyond legal compliance: it represents an ethical and social commitment to building a fairer and more equitable society. This research was developed within the scope of the Professional Master’s Program in Inclusive Education (PROFEI), at the State University of Ponta Grossa (UEPG), and focused on the teaching and learning process of students with ASD in regular schools, with emphasis on teacher training, pedagogical practices, and the resources used to implement school inclusion effectively. The central research question that guided this study was: how does the teaching and learning process of students with ASD occur in mainstream education, and how can the continuing education of school professionals contribute to the development of inclusive pedagogical practices? The general objective was to analyze this process within the municipal public school system. The specific objectives included: identifying the inclusive practices adopted; verifying the curricular adaptations used; understanding the difficulties faced by teachers and classroom interactions; examining the theoretical and legal foundations of inclusive education; and outlining effective strategies to meet the needs of students with ASD. The study was conducted at Escola Municipal Professora Therezinha Kruskievicz da Rocha, located in the municipality of General Carneiro – PR, chosen for its recognized commitment to inclusive practices and for serving students diagnosed with ASD. A qualitative approach was adopted, with an exploratory and descriptive character, using interviews with teachers and family members, classroom observations, and analysis of institutional documents and current legislation. The triangulation of these sources enabled a comprehensive analysis of the progress made and the challenges still present in school inclusion. The theoretical framework was grounded in the contributions of Mantoan (2015), Mendes (2006), Glat (2011), Oliveira (2022), Silva (2021), Pletsch (2019), and Carvalho (1998), who address teacher education, inclusive schooling, and public policies focused on diversity. Based on the data obtained and the reflections built throughout the research, an interactive e-book was developed as an educational tool aimed at the continuing education of basic education teachers. The material gathers essential information on autism, the legal aspects that guarantee the rights of students with ASD, specialized educational support methods, and practical, contextualized pedagogical strategies. The dissertation is structured into four chapters: the introduction, which presents the objectives, the research problem, and the author's personal and professional motivations; the first chapter, which discusses the historical trajectory of special and inclusive education, legal milestones, teacher training, and pedagogical resources; the second, which details the methodological procedures and ethical aspects of the research; the third, which presents the analysis and discussion of the data obtained through interviews and observations; and the fourth chapter, which introduces the e-book as a pedagogical tool to support teacher self-training and promote an inclusive school culture. The final considerations indicate that, despite significant advances achieved through public policies, teacher training and curricular adaptations remain central challenges for effective inclusion. It is concluded that true inclusion goes beyond structural changes: it requires a transformation in school culture, where diversity is embraced, respected, and valued.