Possibilidades e limites no atendimento de alunos com transtorno do espectro autista do 1º ao 5º ano do ensino fundamental: uma escola fronteiriça

• Ano de defesa: 2025
• Autor(a) principal: Santos, Janaina Proensa dos
• Orientador(a): Soligo, Valdecir
• Banca de defesa: Estrada, Adrian Alvarez , Pasini, Juliana Fátima Serraglio
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Foz do Iguaçu
• Programa de Pós-Graduação: Programa de Pós-Graduação em Sociedade, Cultura e Fronteiras
• Departamento: Centro de Educação Letras e Saúde
• País: Brasil
• Palavras-chave em Português: Transtorno do espectro autista; Escola; Professor; Possibilidades; Limites
• Palavras-chave em Inglês: Autism spectrum disorder; School; Possibilities; Limits; Teacher
• Palavras-chave em Espanhol: Trastorno del espectro autista; Escuela; Maestro; Límites
• Área do conhecimento CNPq: TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL
• Link de acesso: https://tede.unioeste.br/handle/tede/8060

The significant increase in the number of children diagnosed with Autism Spectrum Disorder (ASD) has significantly impacted the educational scenario, requiring a review of conventional pedagogical practices. This phenomenon, observed both in Foz do Iguaçu and in other regions of the country, challenges educators and institutions to develop inclusive pedagogical strategies that value the diversity of learning profiles. This paper will discuss policies and legislation aimed at inclusive education, with a focus on serving students with Autism Spectrum Disorder in Brazil, Paraná and the city of Foz do Iguaçu, highlighting the importance of a robust legal framework to guarantee the educational inclusion of these students and highlighting the need for effective public policies, continuous training of educators and collaboration between sectors to promote an inclusive and quality educational environment. Pioneering studies formed the basis for what we know about autism and were fundamental in identifying and describing the disorder, highlighting characteristics such as social isolation and restricted interests, while more recent studies led to the current definition as a spectrum, recognized in the DSM-5. ASD significantly affects the school experience, with deficits in social reciprocity, nonverbal communication, and understanding of relationships, impacting academic and social development. Understanding the characteristics of the disorder is essential to create an inclusive school environment, where specific interventions and individualized support promote students' well-being and academic success. A survey was conducted at the João da Costa Viana School, with teachers from different areas, seeking to identify the possibilities and limits in serving autistic students from the 1st to 5th grade of Elementary School. The objective of the survey is to capture the perception of the teacher who works with autistic students, in order to identify the limitations in the process of pedagogical service to these students, as well as the working conditions and actions already developed. The survey seeks to highlight the complexity of educational service for autistic students and the need for a joint effort to overcome the challenges, promoting a more inclusive and effective learning environment.