A perspectiva materna sobre a trajetória escolar do filho com TEA: sucessos obtidos e desafios enfrentados

Abstract

This work deals with the schooling of a child with Autistic Spectrum Disorder (ASD). For greater depth on the study of the subject, we used as theoretical support authors such as: Rivière (2010); Calvalcanti (2015); Assumpção Jr and Pimentel (2000), Gaiato, Revelles and Silva (2012); Smeha and Cezar (2011); Constantinidis, Silva and Ribeiro (2018), among others. As well as oficial documents such as: the Federal Constitution (1988); Law of Guidelines and Bases of National Education No. 9394/96 and other legislation on Special Education and including the Law for the Protection of Persons with Autism Spectrum Disorder. The study brings as problematic the following question: what is the maternal perspective on the schooling of a child with ASD in the regular education system? Our general objective is to understand the trajectory of schooling of a child with ASD in the regular education system in the city of Água Branca – AL. Therefore, we carried out a qualitative research, classified as a case study. For data collection, we used the interview and the questionnaire as instruments and had as participants a child with ASD and his mother. Based on the information given by the mother about the child's schooling history, we divided our analysis into 4 axes, namely: 1) From the first signs to the diagnosis of ASD, 2) First contact with the school, 3) School trajectory: achievements obtained and challenges faced and 4) The school routine during the pandemic. Our study represents a small sample of the complexity that involves a child diagnosed with ASD. We suggest other studies, aiming to know more stories that help us to reflect on the challenges of schooling children with ASD.