Desafios da inclusão escolar de crianças com TEA: perspectivas de famílias e professores na escola pública

Abstract

The present study presents the results of research that investigated the challenges and limitations of school inclusion of children with Autism Spectrum Disorder (ASD) based on the perspectives of families and teachers in public schools. The study was guided by the following research question: What are the perceptions and challenges faced by teachers and families in the process of school inclusion of children with ASD in public schools, and what pedagogical practices have been adopted to promote this inclusion? The general objective was to analyze the perceptions and experiences of teachers and families regarding the school inclusion of children with ASD, identifying pedagogical practices, limits, and challenges within the public school context to promote effective inclusion. The specific objectives were: to investigate the perceptions of teachers and families regarding the school inclusion of children with ASD; to examine the pedagogical practices adopted by teachers, identifying limitations and challenges in public schools; and to identify the challenges faced by families to ensure effective inclusion of their children in the school environment. The theoretical basis included authors such as Mota (2020), Mendes (2006, 2010), Grandin (2015), Camurça (2022), and Vygotsky (2022), among others.Methodological procedures began with a literature review using relevant descriptors such as "school inclusion", "students with ASD", and "Autism Spectrum Disorder". Subsequently, field research (Marconi & Lakatos, 2017) was conducted using a qualitative approach (Minayo, 2009) and descriptive character (Gil, 2017). The study concluded that despite advances in public policies aimed at the school inclusion of children with ASD, the inclusion process remains under development, given that the progress obtained so far still reveals significant barriers that highlight an antagonism between theory and practice, expressing only an idealized pursuit of inclusive education.