O ensino de Química e o transtorno do espectro autista: desafios formação de professores.

Abstract

Autism Spectrum Disorder (ASD) is one of the global developmental disorders and can be characterized by deficits in social communication, whether verbal or nonverbal. In recent decades, there has been a growing awareness of ASD and, consequently, a high incidence in the number of diagnoses. This is guaranteed by the Law of Guidelines and Bases (LDB) of 1996, and ensured by the updates of this document, which is still in force, to guarantee quality education as a right of all individuals. It is important to emphasize that the study of natural sciences is essential for the integral development of the student, as well as other sciences, therefore, teacher training to develop the skills of students with ASD is essential, to provide a rich teaching experience. This research sought to analyze and identify the approach of inclusive education, focusing on ASD, in the training of active and former students of the Chemistry Degree course at the Federal University of Campina Grande (UFCG) - Cajazeiras campus - PB, using an exploratory descriptive approach to investigate the gaps present in the aforementioned course, through the application of a questionnaire and through the study of the PPC. Highlighting the need for curricular reformulation and teacher training to meet the current social demand, considering that given the results obtained through analyses, it is possible to recognize that the vacancy in the training of future teachers comes from the trainers.