Processo de aprendizagem escolar em crianças autistas com seletividade alimentar

Abstract

The objective of this study was to analyze how food selectivity can affect the learning process of autistic children aged six and seven years old. The methodology is based on a qualitative, exploratory approach, with bibliographic and field research. It was based on authors such as Lemes et al. (2023), Barbosa et al. (2022), Pereira, Ferreira, Figueiredo (2022) and Chiquera (2020). A semi-structured questionnaire, documentary analysis and non-participant observation were used as data collection instruments. The participants were: a six-year-old child, referred to in the research as Jerusalem and a seven-year-old child, referred to in the research as Bethlehem, and two teachers: Maria and Marta. The results of the research reveal through the two teachers that food interferes with children's concentration and learning. The results show that, although teachers show that food interferes with children's concentration and learning, they do not carry out planning that explicitly associates food with the learning process. Furthermore, the school does not develop in its pedagogical practice a methodology that includes activities focused on Food and Nutrition Education for autistic children with food selectivity. It is therefore considered that food selectivity is one of the elements that can interfere with the learning process of students with autism and, within the study carried out, it is evident that there is a need for further discussions on the topic at hand, since the development of new research and dissemination of its results becomes essential to improve the knowledge of education and health professionals.