Crianças com o transtorno do espectro autista na educação infantil: aspectos legais e pedagógicos.

Abstract

The study addresses the process of school inclusion of children with Autism Spectrum Disorder (ASD) in Early Childhood Education. The general objective of the research is to analyze the process of school inclusion of children with ASD in daycare centers and preschools in the Municipal Education Network of Salvador-Bahia. To this end, qualitative research, of the case study type, was carried out in two Creches and Pré-Escolas Primeiro Passo (CPPP) and a Municipal Education Center (CMEI) in Salvador-Bahia, as well as a bibliographical survey on the legal aspects and pedagogical aspects of the school inclusion of children with ASD in the daycare and preschool segments. Data were collected through semi-structured interviews and unsystematic observation of children in the aforementioned educational units (UE). The analyzes and reflections highlighted in this dissertation permeated the analytical framework of the historical-dialectic materialist approach, more specifically the Historical-Cultural Theory, focusing on the context of school inclusion of children with autism spectrum disorder. Thus, the studies undertaken by Vigotski (1896; 1898; 2010; 2019), as well as the reinterpretations of his work carried out by Prestes and Tunes (2011; 2012; 2020), plus other authors, such as Aranha (2001) and Bianchi (2017), who discuss the aforementioned theme, thus contributing to complementing the theoretical foundation of this research. The findings indicate that the school inclusion of children with ASD in early childhood education has occurred in the UE studied; however, the lack of investment in continuing teacher training, infrastructure and didactic-pedagogical resources are barriers that make this process difficult. It was concluded that the school inclusion of children with ASD is a collective demand of contemporary society and that it requires a joint effort from all social spheres to be implemented.