A inclusão e as concepções de uma professora de educação infantil em relação à criança autista , numa escola pública em Pacajus- Ceará

Abstract

Learning does not happen in a linear way and for that it will happen is important the interaction between adult and child, between teacher and student. Through contact with the writing and the reading, the child begins to formulate a very own conception about what it represents. This is because the child acquires knowledge not only because the adults teach, but also because it is first of all someone who thinks, has different ideas about everything that surrounds it, raises hypotheses, creates, and well before writing or reading in the conventional sense, is capable of inventing interpretations for the signs written, and produce their own writings. The inclusion of children with autism in early childhood education plays an important role in the life of the citizen and observing the teaching and learning process I had interest in researching the subject conducting a case study in the CEI – Raios de Sol in the Pacajus City about the process of inclusion of an autistic child in a regular education room of Child Education. Our problem was based on the following question: how to understand the experience of the Teacher who receives autistic children in room of early childhood education? For the implementation of this research, has defined as general objective identify and analyze the understanding of the Teacher of the Raios de Sol School of the Pacajus City about the autistic child and his process of inclusion in children education room. The specific objectives are: (a) identify what the Teacher meant by inclusion, (b) show how the teacher understands the inclusion of autistic children, (c) analyze the theoretical knowledge of the Teacher about autism, (d) check by reporting the emotional reaction of the teacher to be informed that you will receive an autistic child and (e) verify the main challenges presented by the teacher of the school to carry out the work of inclusion of the autistic child in early childhood education. The empirical study was conducted with 04 (four) early childhood professional, through a focused interview. The data obtained were analyzed and interpreted from the perspective of scientific observation with following categories of analysis: characterization of research participants, understanding of autism in kids and experience in the classroom: difficulties in the implementation of educational practice. The results of the research showed that the teachers do not have a specific training for the "unwinding" of its activity in the daily work that entails "damages", both for the student, as also, the process of inclusion of autistic child in room of regular education.