A formação continuada de professores de alunos diagnosticados com TEA de escolas com educação bilíngue: um olhar sobre educação inclusiva e bilíngue

Abstract

With the increase of bilingual school and the needs of students diagnosed with ASD, teachers from these institutions must be able to deal with the specific needs from each student so that they can fully develop and be included in society. Thereby, this study had as its main goal understand the impact of continuing education for teachers of students diagnosed with autism in schools with bilingual (Portuguese – English) and inclusive education, based on the concepts produced by Flory and Sousa (2009), Brites and Brites (2019), Megale (2018) and Gadia, Tuchman and Rotta (2004). This work was done through a comparative analysis between two master dissertations named as: “A aquisição do inglês por uma criança em uma escola bilíngue: contexto e formas de alteridade” (PIZZANI, 2021) and “Contribuições das neurociências para a formação continuada de professores visando a inclusão de alunos com transtorno do espectro autista” (FERREIRA, 2017). By the end of this investigation, it was confirmed that the insertion of students in schools with bilingual educations is possible since they have capable teachers to deal with this scholar.