A criança com transtorno do espectro autista na educação infantil: análise das práticas pedagógicas e interações sociais

• Ano de defesa: 2025
• Autor(a) principal: Foratini, Larah
• Orientador(a): Cia, Fabiana
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação Especial - PPGEEs
• Palavras-chave em Português: Autismo; Educação especial; Educação infantil; Práticas pedagógicas
• Palavras-chave em Inglês: Special education; Autism; Early childhood education; Pedagogical practices
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://hdl.handle.net/20.500.14289/22244

This study aimed to (a) analyze the pedagogical practices of preschool teachers in the classroom and (b) describe the interactions established between children with Autism Spectrum Disorder (ASD), teachers, and peers. To achieve these objectives, the research adopted a descriptive methodological approach, based on systematic observations conducted over a period of two months, which included 17 meetings, as well as semi-structured interviews with each of the participating teachers. The instruments used consisted of (a) a semi-structured interview guide for the teachers; (b) an observation guide; and (c) a field diary. Two preschool educators participated in the investigation, identified as P1 and P2, who had children diagnosed with ASD in their classrooms, designated as C1 and C2. The results obtained demonstrated significant variability in the pedagogical practices adopted by the different teachers, as well as in the manifestations of ASD observed in each child, highlighting the need for a careful and differentiated approach to the specificities of each student. The teachers, despite having a range of training, emphasized the urgency of more comprehensive continuing education regarding ASD. There was a noticeable lack of individualized planning for children with ASD, as well as a pressing need for investment in strategies that facilitate interaction between these children and their typically developing peers. The observed children exhibited, in addition to typical characteristics of ASD, behaviors common to their developmental stage, such as tantrums and interpersonal conflicts, which further underscores the need to explore more suitable pedagogical practices for each case. Although they demonstrated autonomy in academic aspects, the observations indicated the necessity for interventions that align with the interests and needs of these children. This research highlights the importance of future studies that expand the investigated sample and aim to analyze comprehensively how educational inclusion is occurring in different contexts. Additionally, it emphasizes the need for reflection on investments in the continuing education of educators, aiming to improve the pedagogical practices developed with children with ASD and deepen discussions about inclusive education.