As ações pedagógicas para alunos com TEA: uma reflexão sobre a realidade de escolas municipais de Zé Doca - MA

Abstract

This work comprehensively addresses the issue of Special and Inclusive Education, focusing on pedagogical actions for students with Autism Spectrum Disorder (ASD) in municipal schools in Zé Doca - MA. The research identifies autism as a disorder that manifests in diverse ways, with symptoms that can emerge at different ages, from early difficulties such as deficits in eye contact to later challenges in communication and social interaction. Additionally, it highlights the diversity within the autistic spectrum, where symptoms can range from mild to severe and affect each individual uniquely, grounded in studies by Almeida (2022), Brasil (2012), Coelho (2019), Dwason (2018), Farias (2019), Franco (2018), Oliveira (2021), Ribeiro (2019, 2022), among others. The aim of the work was to analyze the reality of the school inclusion of autistic children, identify legal rights, investigate facilitative procedures, and assess the readiness of educators to receive and support these students. The reflection was directed towards the effectiveness of pedagogical actions in schools, seeking to contribute to more inclusive and effective practices. The guiding question focused on investigating the role of pedagogical actions in the learning and development of students with this disorder. The study emphasized the urgency of improving educational practices in municipal schools for autistic students and the lack of teacher training that creates gaps in the local educational system. It is crucial to implement continuous training programs for educators, adapting their methods to the needs of students with Autism Spectrum Disorder through awareness in the school community, such as through lectures, educational materials, and involving parents. Overcoming these challenges will require joint efforts from educational institutions, teachers, healthcare professionals, and the community, aiming to transform the reality of public schools and ensure inclusive and equitable education for all students