Alfabetização de crianças com Transtorno do Espectro do Autismo: o olhar do professor alfabetizador

Abstract

This paper discusses the inclusion of children with autism spectrum disorder from the gaze of the teacher (a) literacy teacher (a) in the public school system in a municipality of Ceará. As a result, the aim of this research is to analyze the inclusion of children with Autism Spectrum Disorder (ASD) in literacy rooms from the teachers' discourse. For this, the research had as theoretical contributions Soares (2017,2020) Morais (2012) and Ferreiro and Teberosky (1999), Donvam and Zucker (2017), Braga (2018), Teixeira (2014), Diagnostic manual and Statistical of Mental Disorders- 5. Edition-DSM V (2014). And the official documents: Law of Guidelines and Bases of Education (1996), National Education Plan (2001, 2014), National Common Curriculum Base (2017), Literacy Program at the Right Age (2020), National Pact for Literacy in the Right Age (2012), National Policy of Special Education in the Perspective of Inclusive Education (2008), the Brazilian Law for the Inclusion of Persons with Disabilities (2015) and the Berenice Piana Law (2012), and the studies of Gomes et al (2016). Thus, we used the qualitative approach, using field research as a research strategy and for data construction we applied the following instruments: semi-structured interview. Thus, data collection took place on the google meet platform, due to the pandemic situation experienced during the search. We interviewed four Portuguese language teachers from the common teaching rooms in the literacy cycle (1st and 2nd year). After data analysis, the results found that the pedagogical practices developed prioritized the theme of literacy without considering the specificities of the students and that the inclusion of children with disabilities has occurred without a theoretical and methodological contribution on the part of the continuous education offered by the municipality. In this sense, we can conclude that the process of inclusion of children with autism spectrum disorder ASD has been happening, but not in the desired and successful way, even because we believe that for it to happen in truth is urgent the change of posture and commitment of the agents involved in this process - public power, school, teacher, family-in constant reflection of inclusive pedagogical practices. We believe that first it is necessary to develop in our professionals an additional inclusion.