Entre afetos e atravessamentos: a perspectiva docente junto à inclusão de crianças autistas

Abstract

Education is a right of all and guaranteed by law, but it is a subject full of challenges and Inclusive Education within Regular Education has gained space in recent decades in Brazil. The present study has the general objective of understanding the challenges and knowledge used by teachers in pedagogical practice with students with Autism Spectrum Disorder (ASD) in Early Childhood Education. It is believed that many teachers have a lot of knowledge and use it in their daily school routine, but intuitively and without intentionality. This study is characterized as exploratory and descriptive, based on qualitative analysis. It was conducted in a municipal school with teachers who have students diagnosed with ASD. To this end, a semi-structured interview script was developed, and the data were analyzed through content analysis, with the elaboration of categories. The results obtained demonstrated that the teachers interviewed have prior knowledge about Autism Spectrum Disorder (ASD), and recognize characteristics such as difficulties in social interaction, limited communication, repetitive behaviors and sensory alterations. Regarding the initial feelings regarding the inclusion of students with ASD, reports of insecurity, unpreparedness and fear prevailed, mainly due to the lack of specific training. On the other hand, the time spent together helped them to have confidence, tranquility and professional fulfillment.