O ingresso da criança autista na educação infantil: percepções docentes sobre inclusão reveladas em estudos do Sul do Brasil

Abstract

This study is part of the Master’s Program in Education, within the Research Line Pedagogical Practices – Articulating Elements, at Universidade Tuiuti do Paraná. The research focuses on the inclusion of autistic children in Early Childhood Education, given the significant increase in preschool-aged children diagnosed with Autism Spectrum Disorder (ASD) enrolled in schools. The general objective of this study is to understand teachers' perceptions regarding the entry processes of autistic children into Early Childhood Education, based on research conducted in Southern Brazil. This is a qualitative, bibliographic study analyzing works published between 2018 and 2023. The review and analysis of the literature highlight academic contributions about the inclusion of autistic children in Early Childhood Education, particularly from the teachers' perspective. The temporal and geographical delimitation reflects the need to understand the recent impacts of public policies and pedagogical practices in the region. The core justification of this investigation is based on three pillars: academic, social, and personal. From an academic standpoint, the study aims to address gaps in the literature by exploring teachers' perceptions of the inclusion of autistic children in Early Childhood Education, focusing on research conducted in Southern Brazil from 2018 to 2023. Socially, the research aligns with the commitment to building a more equitable society by emphasizing the importance of inclusive education rights. On a personal level, it reflects not only a concern but also a duty to assist children, families, and professionals within my daily context as a school administrator, contributing to the strengthening of inclusive and welcoming practices in educational environments. The research seeks to address the following question: What perceptions and challenges are identified by teachers in the process of including autistic children in Early Childhood Education, as evidenced by studies conducted in Southern Brazil? This inquiry takes into account the diverse realities of the Southern states of Brazil, aiming to identify the challenges faced by teachers in the educational inclusion process at the initial stage of Basic Education. It further seeks to analyze the difficulties related to attending to autistic children and to understand the practices of welcoming both the child and their family in the Early Childhood Education context. The primary theoretical framework includes contributions from Cunha (2020, 2022, 2023), Freire (1999, 2022), Mantoan (2003, 2022), Oliveira (2023), and Silva (2012), among others. The main methodological procedure is bibliographic research, conducted through a bibliographic mapping focused on theses and dissertations retrieved from the Brazilian Capes Theses and Dissertations Database, specifically those carried out in the three Southern states of Brazil: Paraná, Santa Catarina, and Rio Grande do Sul. The findings indicate that the inclusion of children with Autism Spectrum Disorder (ASD) is conducted in accordance with the National Policy on Special Education from the Inclusive Perspective, primarily in regular classrooms. However, based on teachers' perceptions, inadequate training or the lack of continuous professional development is identified as the main challenge faced by educators in Paraná, Santa Catarina, and Rio Grande do Sul. Therefore, it is concluded that the implementation of public policies ensuring both initial and ongoing teacher training is essential to strengthening pedagogical practices. This, in turn, promotes a comprehensive understanding of diversity and fosters effective inclusion, particularly during the entry of autistic children into the early years of Basic Education.