Formação Continuada: uma reflexão acerca da atuação do professor pedagogo que promove a inclusão escolar do estudante com Transtorno do Espectro Autista (TEA)

Abstract

The child with Autism Spectrum Disorder (ASD), despite his/her psychological and physical limitations, is a person with rights and duties, and has the right to be included in education. In order to provide services to students with ASD, it is necessary to carry out ongoing training, the teacher who works with the student with ASD in the classroom, together with the assistant teacher, both of whom play a very important role in the teaching and learning process of the autistic student, in the educational journey, the two teachers need to be partners in order to carry out an Individualized Educational Plan (PEI), which specifically serves each student with ASD. The research was developed based on an internship experience at the Francisco Martins Noleto Municipal Elementary School and aims to describe the ongoing training and the role of the teacher who works with students with Autism Spectrum Disorder (ASD). A qualitative approach was chosen as the research methodology, and a bibliographic and documentary survey was conducted in search of concepts and legal and regulatory documents at national and local levels that are essential for the theoretical construction. Among the analyses carried out, the recognition that it is the responsibility of the Early Childhood Education teacher to promote and/or facilitate the interaction of children with autism with their peers stood out. The need to deepen the understanding of educational and learning needs was identified, with access to refresher courses and appropriate materials for specific activities aimed at autistic children. At the end of the study, it was concluded that, for inclusion to actually occur, it is not enough to merely ensure the enrollment of students with disabilities in regular education. Without curricular adaptation, individualized educational planning, specific pedagogical resources and, mainly, ongoing teacher training, inclusion will not be effective.