A formação continuada de professores do atendimento educacional especializado (AEE) em escolas públicas de Caucaia - Ceará e a inclusão de estudantes com Transtorno do Espectro Autista (TEA)

Abstract

This study aims to analyze the contributions of the continued training of Specialized Educational Assistance (AEE) teachers for the school inclusion of students with Autism Spectrum Disorder (ASD). The theme is justified by the challenges regarding the understanding of the specificities of students with autism by AEE teachers, the importance and need to encourage in continuing education the deepening of knowledge about ASD and the growth of this audience in the public education network from Caucaia. For data analysis, we adopted the assumptions of content analysis. With a qualitative approach, the research sought support in the case study, experienced in three public schools in the Municipal Education Network of Caucaia, Ceará. The data collection instruments were non-participating observations of services in Multifunctional Resource Rooms (SRM) and semi-structured interviews with three AEE teachers working in that municipality. For data analysis, we adopted the assumptions of content analysis. The results indicate that the public education network in Caucaia has not offered specific continuing education on Autism, and this aspect was reported by all teachers participating in the research. They, in their reports, stated that they felt a lack of continued training for this disorder, highlighting that the training they experienced was the result of their own initiatives. This and other factors demonstrate gaps in the continuing education of teachers, an aspect verified in the preparation of the Specialized Educational Service Plan, in the need for guidance on the use of Augmentative and Alternative Communication, in deepening knowledge to better understand the particularities of their students and in need for an articulating profile with the school community and families. On the other hand, it was verified that continued training for ASD, even paid for by the teachers themselves, has provided sensitivity in seeking actions that can contribute to their pedagogical practice and strategic initiatives for services in SRM. Thus, we conclude that continued training on ASD is essential, considering the growth in diagnoses of this disorder in the aforementioned education network and the performance of AEE, as this is an extremely important service to promote school inclusion and provide better conditions for learning for these students the Municipal Education Network of Caucaia, Ceará.