Formação continuada de professores de ciências/química frente a estudantes com transtorno de espectro autista desafios e impactos

Abstract

The general aim of this work was to explore and propose approaches to teaching Nature Sciences/Chemistry that could be implemented in schools to improve the teaching-learning process for students with Autism Spectrum Disorder. Recognizing the need for inclusive pedagogical practices, the study used Textual Discourse Analysis (TDA) to organize and categorize the data collected, with the aim of building new concepts and strategies that meet the specific needs of students with ASD. Among the specific objectives, the work was dedicated to investigating the conceptions of teachers, principals and School Support Professionals (SSP) from public schools in the municipality of Matriz de Camaragibe - AL, on issues related to inclusion and diversity within the school environment, identifying their perceptions of the challenges and opportunities that inclusive education presents. In addition, we investigated the training and qualification of teachers with regard to meeting the educational needs of autistic children and young people, with a focus on understanding how educators deal with these students in the classroom context. In view of the compromised quality of the education offered, the results of the study point to the importance of continuing and specific training for teachers, so that they can apply pedagogical strategies that respect the cognitive and behavioral characteristics of students with ASD. The work also highlights the need for greater involvement and support from support professionals and school management in order to achieve truly inclusive education. Thus, this work contributes to the expansion of knowledge about the education of students with ASD, offering subsidies for the implementation of educational practices that promote the inclusion and academic success of these students in the disciplines of Nature Sciences/Chemistry.