A prática alfabetizadora do/a pedagogo/a na inclusão de crianças com transtorno do espectro autista

Abstract

This study aimed to investigate the literacy practice of the pedagogue teacher and its contribution to the inclusion of children with autism spectrum disorder (ASD) in a public school in Teresina. To this end, the following research problem was proposed: How is the literacy practice of the pedagogue teacher characterized and what is its contribution to the inclusion of children with ASD? The general objective of the study was to analyze the literacy practice of the pedagogue teachers and their contribution to the inclusion of children with ASD in the school studied. To this end, the specific objectives were: To verify the approach taken in the curricular references and guidelines for literacy and inclusion in its relationship with the literacy practice of the pedagogue teacher in the inclusion of children with ASD; To characterize the continuing education process offered to the pedagogue teacher in the literacy and inclusion of children with ASD; To identify the representations and practices of literacy and inclusion of students with ASD in the school community studied; To identify the factors that facilitate/hinder the work of the teacher/pedagogue in the literacy and inclusion of children with ASD. The research is based on the following theoretical frameworks: Bosa (2002); Ghiraldelli Jr. (2004); Libâneo (2005); Lima (2013); Mantoan (2003); Pimenta (2011) and others. Considering the depth desired in the study, a descriptive research was carried out (Gil, 2002). To achieve the objectives and enable direct contact with reality, a field research was carried out (Bogdan and Biklen, 1994) using a qualitative approach (Richardson, 2012). To obtain the necessary data, a questionnaire was applied and the guided interview technique was developed (Richardson, 2012). The participants in the research were two (02) teachers, the principal and a coordinator of the institution researched, totaling four (04) people participating in the study. The school belongs to the Municipal Education Network, Elementary level, located in the Southeast Zone of the city of Teresina-Piauí, Brazil. With the completion of the study, it was concluded that the literacy practice for students with ASD faces challenges in its implementation and requires a greater commitment to the adaptation of pedagogical strategies. It is essential that the institution invests in continuing education for educators, makes accessible teaching resources available and promotes an approach centered on the specific needs of each student.