O ensino de ciências para alunos autistas em tempos de pandemia

• Ano de defesa: 2022
• Autor(a) principal: Cruz, Isabella Maria Buoro da
• Orientador(a): Veraszto, Estéfano Vizconde
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus Araras
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação em Ciências e Matemática - PPGEdCM-Ar
• Palavras-chave em Português: Educação especial; Autismo; Inclusão; Ensino remoto; Pandemia
• Palavras-chave em Inglês: Special education; Autism; Inclusion; Remote teaching; Pandemic
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM; CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/16634

The discussion about special education and the inclusion of students with special educational needs in the regular education system has been growing significantly. However, the great challenge goes beyond guaranteeing the enrollment of these children in the system, since it is necessary to ensure that the school is adapted to receive and educate these students, considering the particularities of each individual, so that, in this way, inclusive education is above all Of Quality. Currently in the face of the COVID-19 pandemic scenario, remote teaching has become very present in schools. In this way, in view of the great challenges for the effectiveness of educational inclusion in traditional teaching, the main focus of this research is to discuss the inclusion of autistic students in remote teaching, the difficulties encountered by teachers and the main strategies used in the period of pandemic and social isolation. To meet the objectives, an exploratory research of mixed character was carried out, as quantitative and qualitative approaches were considered to analyze the corpus of data obtained from responses to an online questionnaire. This questionnaire was made available in the virtual environment and with that we obtained a total of 28 responses from teachers in the region of Rio Claro. So that the constituted corpus could be analyzed, qualitative assumptions of Content Analysis and quantitative Statistical Textual Analysis were adopted from the method of Descending Hierarchical Classification. From this research, we were able to analyze how the inclusion of autistic students was made in times of a pandemic, as well as identifying which methodologies were used, which practices were considered successful and which were not very successful. For data analysis, categories were created according to the teachers' answers. We conclude that in general schools sought to adapt to serve autistic students during the pandemic.