Desafios da atuação docente na perspectiva inclusiva na escola Dr. Urbano Maria Eulálio

Abstract

This paper discusses the theme “Challenges of teaching from an inclusive perspective at Dr. Urbano Maria Eulálio School”, with the general objective of identifying the challenges faced by teachers in teaching children with Autism Spectrum Disorder and the specific objectives of discussing the implementation of continuing education offered to teachers; analyzing the strategies used by teachers to facilitate the learning of autistic children; and discussing the training and qualification of teachers to deal with learning in an inclusive way. This work is also justified by the interest in analyzing the challenges faced by teachers in classrooms with autistic students, as well as emphasizing the importance of continuing education for teachers who work in inclusive education. For the theoretical construction, the authors Fiorini (2016), Gauthier (2007), Mattos (2014), Schon (1995), among others, were consulted. This study is a qualitative field research that reports a reality that cannot be quantified. Regarding the technical procedures, it will be classified as a case study and bibliographical. For observation and analysis of the results, the information obtained from the three-question questionnaires whose theme is included within each inquiry will be presented and discussed, always seeking to generate internal questioning in the teachers and expression of their clear opinions according to the reality they face. These results will be presented in the form of tables where the answers will then be discussed based on the current literature. Finally, this work contributed to the understanding of the complexity of school inclusion, highlighting that, for it to be effectively realized, a collective effort and an integrated vision of all those involved in the educational process are necessary.