Autismo e educação: desafios enfrentados por docentes de uma escola pública de Zé Doca - MA

Abstract

This study investigates the impact of the inclusion of students with Autism Spectrum Disorder (ASD) in a public school in the municipality of Zé Doca – MA, as well as the pedagogical strategies used by teachers to promote these students' learning. The research adopts both qualitative approaches, with an exploratory and descriptive design. It analyzes Brazilian legislation on school inclusion, the challenges faced by teachers, and effective pedagogical practices to support the social development of students with ASD. The inclusion of autistic students in the school environment is a right guaranteed by law and a social justice imperative, yet structural and pedagogical challenges still need to be overcome. The main barriers identified include difficulties in communication, curriculum adaptation, and managing challenging behaviors. Among the strategies for the inclusion and communication of students with ASD discussed in this study are Applied Behavior Analysis (ABA) and the Picture Exchange Communication System (PECS), both widely recognized for their effectiveness in providing educational support to students with ASD. The school investigated in the municipality of Zé Doca – MA has accessible infrastructure and support from specialized professionals but faces limitations regarding adequate facilities. The research revealed that, despite the presence of inclusive initiatives, there is still a lack of specific training to meet the needs of students with ASD. The school administrator emphasizes the importance of adapted pedagogical strategies and effective communication between school and family. Teachers report challenges related to the heterogeneity of classrooms and the absence of standardized approaches. Meanwhile, caregivers highlight the use of visual materials and assertive communication as essential tools to facilitate learning. The findings highlight the need for continuous investment in teacher training and school infrastructure, as well as the implementation of formal inclusive methodologies. Thus, this study contributes to the improvement of educational policies aimed at the inclusion of autistic students, promoting equitable and high-quality education.