Políticas públicas e educação inclusiva em Fortaleza: uma avaliação sobre a formação docente e as práticas pedagógicas adotadas com crianças autistas

Abstract

This research aims to evaluate the Public Policy of Inclusion, aimed at continuing education for teachers in the municipal network of Fortaleza, focusing on special education, having as an important premise the need for support from the school community associated with continuing education as essential elements for educators to meet the specific needs of students with disabilities, promoting an inclusive and quality education. Important topics about inclusive education will be addressed, with an emphasis on education for children with Autism Spectrum Disorder (ASD), which shows a growing demand for enrollment in municipal schools in Fortaleza, being a great challenge that involves the school, the family and the community, since medical reports are increasingly associated with Attention Deficit Hyperactivity Disorder (ADHD) and Intellectual Disability (ID), which requires, for example, adaptation of teaching material and pedagogical teaching-learning strategies. Regarding the evaluation model, the in-depth evaluation framework will be used, according to Rodrigues (2008). The methodology used uses a qualitative approach, with field observation and semi-structured questionnaires administered to teachers, as well as to the Specialized Educational Assistance (AEE) team and the management of the school in the Fortaleza municipal network. In addition, official documents and training programs offered by the Municipal Department of Education to teachers will be analyzed. As results, the study revealed that the main challenges faced by teachers are the lack of adapted didactic materials, the insufficient presence of specialized support, and the professional overload. The research highlighted the urgency of increasing the number of support professionals, providing continuing education that is more practical and aligned with classroom realities, improving school infrastructure, and strengthening dialogue with families to foster a more collaborative educational environment. Data were organized into thematic categories to identify recurring patterns and analyzed through content analysis methodology, in line with Minayo (2007), and connected to the theoretical framework on special education, inclusive schooling, and teacher training. At the end, a report will be prepared with data analysis and recommendations based on the research findings.