A Prática Pedagógica Do Professor Na Sala Do Atendimento Educacional Especializado-Aee Em Escolas Públicas Na Cidade De Parnaíba

Abstract

The aim of this study was to analyze the practices of teachers who work in ESA classrooms for students with ASD in public schools in the city of Parnaíba. Autism Spectrum Disorder (ASD) is a global developmental disorder that extends throughout life and evolves with age. It is noteworthy that the number of students with Autism Spectrum Disorder (ASD) enrolled in mainstream schools has increased. In view of the above, the research was guided by the problem: How can we contribute to the pedagogical practice of ESA teachers in relation to students with ASD in public schools in the city of Parnaíba? In order to achieve the proposed objective, as well as answering the problem raised, we opted for a methodological approach of a qualitative nature, and exploratory research. Three municipal primary schools in the city of Parnaíba were chosen as the field of research. The data collection instrument was the construction and completion of questionnaires with teachers who work in the Specialized Educational Assistance (SEA) room, whose specific objectives were: to observe the practices and verify the didactic strategies used by them. This study was theoretically based on the theoretical approaches advocated by: Mantoan (2015) Correia (1997), Mendes (2006), Cunha (2015), and other theorists who deal with the subject under study. The results of the research show that although the schools have some limitations when it comes to including students with ASD, the teachers, on the other hand, perform their role competently, as they use effective pedagogical practices to assist these students, helping with their educational development and their active participation in school. In conclusion, these results reflect on the importance of specialized teacher training as an essential tool for developing skills in inclusive teaching practices.