Educação inclusiva e o olhar docente: quando ensinar também é acolher

Abstract

This article analyzes the role of teachers in the inclusion of students with Autism Spectrum Disorder (ASD) at CEMIL Professor Florêncio Aires School, in Porto Nacional – TO, Brazil. The research is based on the assumption that inclusive education represents one of the greatest challenges and achievements of contemporary Brazilian education, requiring from teachers not only technical preparation but also sensitivity and ethical commitment to diversity. Grounded in authors such as Mantoan (2003), Sassaki (2010), Freire (1987) and Orrú (2014), the study seeks to understand how teachers have acted in the process of including students with autism, considering the pedagogical practices adopted, the challenges faced, and the existing institutional support. The methodology is qualitative in nature, based on participant observation, field diary records, and dialogues with teachers and families during Supervised Internship IV. The results indicate that, although there is effort and dedication from educators, difficulties persist due to the lack of specific training and the absence of adequate resources to meet the needs of students with ASD. It is concluded that school inclusion depends on valuing teachers’ work, on effective public policies, and on building a school environment that promotes coexistence, respect, and learning for all.