Barreiras atitudinais na escolarização de autistas na educação básica do município de Pedreiras

Abstract

The inclusion of students with Autism Spectrum Disorder (ASD) in the school environment represents a significant challenge, especially in addressing attitudinal barriers associated with teacher education, school culture, and the reproduction of stigma. This dissertation aimed to analyze how these barriers manifest themselves in the school context and to understand how the pedagogical practices of teachers at a school unit in the municipality of Pedreiras, Maranhão, affect the schooling process of students with ASD. The study adopted a qualitative, exploratory-descriptive approach, with data produced through an instrument composed of openended and closed-ended questions administered to teachers at the institution. For analytical purposes, the participants’ discursive responses were prioritized. The study engages with contemporary references on ASD and inclusive education, as well as with the biopsychosocial perspective and the social model of disability, including the discussion of ableism and barriers to participation, articulated with the normative framework of the right to inclusive education in Brazil. The results indicate that, despite individual efforts, weaknesses persist in continuing teacher education and in the organization of responsive pedagogical practices, with the presence of attitudinal barriers affecting the participation, learning, and sense of belonging of autistic students. It is concluded that there is a need to strengthen teacher education policies and pedagogical and institutional strategies that promote an inclusive school culture and ensure the right to education under conditions of equality.