A inclusão de alunos com TEA no ensino fundamental : uma análise a partir da prática pedagógica na perspectiva do afeto

Abstract

This research has as it’s main theme the relationship between teachers / students with Autism Spectrum Disorder in the first three years of elementary school, considering pedagogical action in the affection perspective. This study is justified by the need to problematize the inclusion of students with ASD when entering regular school due to issues about how to carry out effective inclusion practices, with impact on the learning and schooling trajectories of these students. Thus, this research aims to answer the following question: How does the relationship between teachers and children with ASD influence inclusion in the first three years of schooling, considering pedagogical action from the affection perspective? Among this Dissertation, the theoretical framework used is supported on Vygotsky (2007), Wallon (2010), Mantoan (2015) and Sarmento (2002). In the empirical research, the exploratory qualitative methodology was adopted, being used as instruments for data collection, semi-structured interviews with eight teachers who work in the first years of elementary school at a school in the city of Porto Alegre / RS. The analyzes were made based on the assumptions of Bardin's Content Analysis (2016) based on three main categories: Teachers' perception of the inclusion process of students with ASD; Teacher / student relationship and the importance of the bond; Learning and pedagogical action. After categorizing the data, two other categories emerged: family and implications of the pandemic. These categories, together, dialogue with each other in the discussion. From the results obtained it was possible to conclude that teachers understand that it is from the relationship established between teacher / student and from mediation between peers that inclusive processes occur in a more qualified way, however they point out that pedagogical practice must start from observation and respect for students' individualities, thus indicating the bond established as a fundamental factor in inclusive processes, highlighting that this is established beyond the relations between teacher / student, but with the school community as a whole.