AS PRÁTICAS PEDAGÓGICAS INCLUSIVAS NO PROCESSO DE ENSINO REMOTO DOS ESTUDANTES COM TRANSTORNO DO ESPECTRO AUTISTA NOS ANOS INICIAIS

Abstract

Autism Spectrum Disorder is a neurological developmental disorder characterized by delays and socio-communicative deviations and manifestations of restricted and repetitive behaviors, varying in levels of severity based on functionality, being considered by law as a disability, thus guaranteeing all its rights, especially school inclusion. Therefore, it is necessary to investigate inclusive pedagogical practices, a topic of great relevance that already has some research on the subject, but this study was carried out in a different context, aiming to analyze inclusive pedagogical practices in the remote teaching process of students with Autism Spectrum Disorder, due to the period of social isolation/distancing that occurred since March 2020 due to the Covid-19 pandemic, where classes began to occur only remotely. The research methodology was characterized as Field Research, with semi-structured interviews with 5 teachers from the municipal education network, who teach in classes from 1st to 3rd year of Early Elementary Education, in the city of Guarapuava, PR. As the main criterion for entering the research, teachers had to have students with ASD included in regular classes. In addition, data was collected on the subject through the search for existing literature and analysis of the municipal teaching plan. During the semi-structured interview, responses were grouped into seven categories: Teacher Profile, Class Profile, ASD Student Profile, Planning and Pedagogical Practices, Remote Teaching Challenges, Follow-up, and Continuing Education. The study of theses and dissertations published in the last 10 years revealed a great need for continuing education and more information about ASD. The results of this research showed that the number of ASD children included in regular classes is increasing, but the need for information about the disorder and specific continuing education for inclusion continues to be necessary for inclusion to occur in an integral way, in addition to the lack of support teachers with adequate training. It was also evident that students who had the support of a tutor teacher during remote teaching were able to achieve satisfactory learning compared to those who did not have a tutor. Among the interviewees, only one teacher did not consider remote teaching difficult, justifying that parents were very present in the student's daily life. The main difficulties reported were contact with the student, who did not always respond to the messages sent. Finally, it is concluded that pedagogical practices were adapted for remote teaching and for the inclusion of students with ASD.