A escolarização de estudantes com Transtorno do Espectro Autista (TEA) na escola regular

Abstract

This research is linked to the "Special Education from an Inclusive Perspective" Research Line and focuses on the analysis of the schooling of students with Autism Spectrum Disorder in regular classrooms. The central question guiding this study is: what are the challenges faced by teachers responsible for the Portuguese Language subject in the schooling process of these students in the context of public schools? To answer this question, the general objective was defined as: to investigate the obstacles faced by Portuguese Language teachers in the schooling of students with specific needs arising from the autism spectrum, especially in the final years of elementary school, in public schools. In order to deepen the analysis, the following specific objectives were established: to conceptualize Autism Spectrum Disorder in light of current Brazilian regulations, to explain the main characteristics associated with the clinical picture, to identify the factors that influence the schooling process of these students, and to propose pedagogical strategies through the development of an Educational Resource based on Multiliteracies, with a view to supporting the teaching practice of Portuguese Language teachers in serving this population. The theoretical framework is based on the assumptions of the Pedagogy of Multiliteracies, discussed by Rojo and Moura (2012) and the New London Group, and on the historical-cultural perspective of learning. To achieve the proposed objectives, a [method/method] was adopted. Data collection was carried out in a state school located in the Campos Gerais region, in the state of Paraná. Six teachers who work in the subject of Portuguese Language in eighth-grade classes of Elementary School participated in the research. The results revealed that for the inclusion process to be effective, it is necessary to strengthen intergovernmental policies, coordinate different education networks, value the teaching profession, invest continuously in initial and ongoing teacher training, and guarantee adequate resources at all stages of Basic Education. Based on the data obtained, an Educational Resource, in the form of an E-book, was developed to support and improve the pedagogical practice of teachers involved in the schooling process of students with Autism Spectrum Disorder.