INCLUSÃO DE CRIANÇAS COM TRANSTORNO DO ESPECTRO AUTISTA: UMA ANÁLISE DOS DESAFIOS E DAS CONQUISTAS DOS PROFESSORES DA EDUCAÇÃO INFANTIL

Abstract

This dissertation investigates the challenges and achievements of early childhood educators in the process of including children with Autism Spectrum Disorder (ASD). Conducted within the Graduate Program in Education at Centro Universitário Mais (UniMais), it aligns with the research line "Education, Culture, and Pedagogical Processes." The guiding research question was: What challenges and achievements are highlighted by early childhood educators in Palmeiras de Goiás regarding their pedagogical practices aimed at including children with ASD? The primary objective was to analyze these challenges and achievements from the perspective of teachers in the municipal public school system, focusing on their pedagogical practices. To this end, the children aimed to: (i) identify the legal and historical foundations of inclusive education in national and international contexts; (ii) present academic works on the topic from the past five years (2018–2023);; (iii) discuss early childhood education as a space for embracing diversity, highlighting the historical construction of childhood, the foundations of early childhood pedagogy, and pedagogical practices based on interactions and play; and (iv) understand teachers' perceptions regarding the inclusion of children with ASD. This qualitative research was grounded in theoretical studies with a narrative literature review, document analysis, bibliographic survey, and field research through questionnaires and semi-structured interviews. Data for the literature review were collected from the CAPES Theses and Dissertations Catalog, using descriptors such as "School Inclusion," "Autism Spectrum Disorder," "Early Childhood Education," and "Pedagogical Practices." The theoretical framework included authors like Mantoan (2003, 2006), Mittler (2003), Coll (2004), Cunha (2018, 2022), and Orrú (2012), as well as normative documents like the LDB (1996) and the DCNEI (2009). The results indicate that, despite legislative and pedagogical advancements, the inclusion of children with ASD faces obstacles such as insufficient teacher training, lack of adapted resources, and limited institutional support. However, the study also revealed successful experiences rooted in collaborative work among teachers, families, and specialists, along with the adaptation of pedagogical practices that emphasize interaction, play, and early intervention. The conclusion underscores that effective inclusion requires well- structured public policies, continuous investment in teacher training, and the creation of educational environments that respect diversity, ensuring the holistic development of children.