SOUSA, T. M.; http://lattes.cnpq.br/1550182352523653; SOUSA, Thalia Maria de.
Resumo:
The Autistic Spectrum Disorder (ASD) or popularly known as autism, has been on the agenda in social media and consequently gaining space in discussions in school spaces, as it is a subject of extreme need and knowledge of schools. Thus, the work aims to analyze the perception of teachers about the teaching and learning of students with Autistic Spectrum Disorder. It is known that from the Federal Constitution of 1988, people with autism had their rights recognized by law to enter the educational field, guaranteeing their right to have an education aimed at their social and academic development. For the analysis of the work, a qualitative field research was carried out, which had as a data collection instrument, a semi-structured interview, which was carried out with 10 teachers from public and private schools. These interviews had the main objective of comparing, verifying and identifying the main difficulties that teachers encounter when they are faced with children with autism in the classroom. In order to delve deeper into autism and its main difficulties, the research was based on three main authors: Kanner (1943), Vygotsky (1978, 1994, 2014); Silva, Gaiato and Reveles (2012) and among others that will be cited throughout the work. Therefore, when analyzing the interviews, it is clear how much schools need to improve in terms of inclusion, it is not enough to just have a document that certifies that this student is included in the education network, it takes patience, knowledge and the search for a fairer and more egalitarian education, ensuring the development and learning of that student.
