A formação continuada de professores da rede municipal de ensino de Curitiba para a inclusão escolar de alunos com transtorno do espectro autista

Abstract

The school inclusion of students with Autism Spectrum Disorder (ASD) in regular primary education (6-10 years old) has been a recurring theme in discussions in society. Since it is a neurodevelopmental disorder in which the students diagnosed present the most varied symptoms and behaviors, the issue challenges teachers, educators, and families. Considering the importance of continuous teacher training for the process of school inclusion, it is essential to think about it in a way that contemplates the necessary elements for the promotion of inclusion through adaptations, strategies, and methodologies that guarantee the acquisition of socially necessary knowledge and that consider in principle the conditions of the autistic student. From a from a bibliographic and documental perspective and with a qualitative approach, this research aims to problematize the importance of continuing education for teachers to include students with ASD in regular education, considering the technical-scientific improvement of the necessary professional knowledge to promote integral development, intellectual autonomy, and critical training. Based on a qualitative bibliographical research approach, this study aims to discuss how some national laws and international documents promote the access and permanence of the student in elementary education. The research also turns to municipal documents and the issue posed in schools of the municipal education network in Curitiba - Paraná. Considering that the laws incentivize the formation and training of professionals specialized in assisting people with ASD, this research aims to discuss the continuing education of elementary school teachers and their contribution to the school's inclusion of students with ASD in regular education. The research aims to discuss and analyze the continuing education policy for teachers to include students with ASD in regular education in the Municipal Network of Curitiba in 2021. The specific objectives were divided into three chapters: 1) understand continuing education as public policy, with an approach to aspects of special education in Brazil and teacher training policies; it is about teacher training policies for the inclusion of students with ASD in regular education; 2) verify the Curricular Guidelines followed in Curitiba regarding the continuing education of teachers for the inclusion of students with ASD, and how they are effective in the formative practice of regular education; 3) discuss the guidelines for inclusion of students with ASD in Curitiba and the BNCC regarding continuing education and qualitative methodology. Therefore, we conclude that it is necessary to establish public policies that ensure the proper training of teachers and promote effective school inclusion of people with disabilities and autism. Thus, the results of this research point to the need for a broad and deep understanding of human diversity to overcome existing challenges and ensure the social and educational inclusion of all.