Alfabetização de alunos com transtorno do espectro autista (TEA) : concepções e práticas dos professores

Abstract

Literacy is the beginning of a history of emancipation that is fundamental for every human being to constitute his identity and his position in the society in which he is inserted. Considering that the school has the function of building and systematizing scientific knowledge, and, receiving students with Autism Spectrum Disorder (TEA), who have peculiarities in their way of learning, it can be inferred that to alphabetize students with ASD is a complex process. In view of this, this research sought to investigate the conceptions and teaching practices that permeate the literacy process of children with ASD, searching for possible weaknesses and potentialities of this process. Thus, the central issue that guided the research was that literacy conceptions support the teaching practices of literacy students with ASD in the regular school. For this, we chose a qualitative approach, such as a case study and for data collection, semi-structured interviews and systematic observation of the work were done. The subjects of the research were ten teachers from the municipal public network of Feira de Santana, four of whom were regular teachers, five auxiliary teachers (trainees) and one teacher from the multifunction resource room (SRM), all of whom worked with students with ASD. It was based on a theoretical framework based mainly on Vygotsky's ideas about learning, development, mediation and other authors who research on inclusive education, literacy and students with ASD. The results show that there is still a long way to go in order for the literacy of the student with ASD to be effective, since the difficulties encountered by teachers in teaching practice are great, especially with regard to knowledge of literacy methods and styles of learning. students with ASD, due to the peculiarities of these students. The teachers consider that the difficulties are compounded by the gaps in initial and continuing teacher training, absence of articulated work between SRM teachers and other teachers, subjects who participate in the process, among others. However, despite the many challenges to be overcome, it was possible to verify that, although still very incipient, the use of method and the search for a systematization of procedures and the literacy of such students.