Resumo:
Considering the experiences throughout the Pedagogy course, during curricular and extracurricular internships, a significant increase in the enrollment of children with ASD in the city of Salvador was observed, which motivated the interest in the subject. Therefore, the general objective is to analyze whether the initial training of students in the Pedagogy course at UFBA contemplates the process of inclusion of children with Autism Spectrum Disorder. Therefore, the following specific objectives were outlined: to identify the components offered in the curricular matrix of the Pedagogy course at UFBA, which address the process of school inclusion of children with ASD; to understand the perceptions of the students of the Pedagogy course about the initial training received to work with students with ASD; and to reflect on the perspectives and challenges encountered throughout the Pedagogy course at UFBA to develop an inclusive pedagogical practice with children with ASD. To this end, a descriptive qualitative approach was used, and the scientific method used was phenomenological. The research involved two stages: bibliographical survey and field research. The semi-structured interview with students was chosen as the collection technique. Data processing and discussion were carried out based on the categorization of information. Thus, it is observed that the component related to ASD most cited by UFBA pedagogy students was Education of People with Special Educational Needs. Most students perceive that the curricular base is sufficient to have a basis on the subject. Therefore, it is possible to conclude that it is important to think and reflect on proposals for a teaching-learning practice specifically aimed at children with ASD. It is important to consider the possibility already in undergraduate studies, so that these practices may already be of interest to undergraduates, and not only in postgraduate courses.
