Avaliação de produções textuais de estudantes com o Transtorno do Espectro Autista (TEA) no ensino fundamental anos finais na cidade de Picos- PI: uma abordagem inclusiva

Abstract

Inclusive education, supported by the 1988 Federal Constitution, establishes learning as a universal right, guaranteed to all people, regardless of their physical, intellectual or sensory conditions. This conception presupposes the provision of subsidies and resources necessary to guarantee a quality, equitable and accessible education. From this perspective, the theoretical basis of this work contemplates the current national educational legislation, as well as the contributions of authors such as Santos and Leite (2022), who present a summary on the evaluation of students with ASD; Mantoan (2003; 2006; 2015; 2017), Michels and Garcia (2014), Neves, Rhame and Ferreira (2019), in the field of Inclusive Education; Perrenoud (1999) and Hoffmann (2003), whose works reflect on more humanized and formative evaluation practices. In addition, contributions related to textual production are also explored, such as those proposed by Marcuschi (2001; 2008) and Geraldi (2001). This research aimed to identify the possible difficulties faced by Portuguese Language teachers in evaluating the textual productions of students with ASD in Elementary School - final years. This is a qualitative research approach, whose data construction was carried out through the application of a semi-structured form and a questionnaire with pre-established categories. The analysis was carried out using the content technique proposed by Bardin (2016). The sample consisted of six Portuguese Language teachers, aged between 28 and 49, who work at the Civic-Military Schools Coronel João de Almeida, Celeste Martins de Deus and José João de Moura, teaching classes from 6th to 9th grade, and serving students with ASD. The research showed that, despite advances in recognizing the diversity and potential of these students, assessment practices still face significant barriers, both in the pedagogical concepts of teachers and in the lack of resources and specific training. The teachers interviewed highlighted the importance of flexibility and adaptation in assessment processes, especially with regard to text production. Such practices, such as the use of visual resources, individualized support and diversified activities, have proven to be fundamental to the success of inclusive assessment. Based on the results of this research, an audio podcast was created as an Educational Resource, with assessment strategies that can guide teachers in a fair and inclusive approach, considering the particularities and potential of these students