A integração de práticas baseadas em evidências no contexto escolar: intervenções voltadas a estudantes com transtorno do espectro autista

Abstract

This study is linked to the Master's Program in Education, within the Research Line “Pedagogical Practices: Articulating Elements,” at Universidade Tuiuti do Paraná. The objective of this research is to examine the scientific production of the past five years regarding the integration of Evidence-Based Practices (EBPs) in the school context of Basic Education (early years) in Brazil, with a focus on their relationship with Applied Behavior Analysis (ABA) as an alternative for interventions with students diagnosed with Autism Spectrum Disorder (ASD). In the Brazilian educational context, the inclusion of students with Autism Spectrum Disorder represents a significant challenge, especially with regard to the adoption of effective pedagogical practices for this population. ASD refers to a broad range of conditions characterized by challenges in various areas of individual development, affecting communication skills, social and occupational performance, and extending to difficulties in the acquisition of academic skills (APA, 2013). Given the need to promote the academic and social development of these students, Evidence-Based Practices (EBPs)—those grounded in scientific research—have been widely recognized as a decisive factor for successful school interventions. However, despite their importance, their implementation in the educational context remains limited and is often pointed out as a significant gap in pedagogical practices (Odom, Hall & Steinbrenner, 2020). In light of the above, this study seeks to answer the following question: What is the current state of knowledge produced regarding the integration of EBPs in school interventions for Basic Education students in studies conducted in Brazil over the past five years? To this end, a narrative literature review was conducted, a methodology that allows for the synthesis of previous findings and the identification of trends and gaps without following a strict systematic protocol (Creswell, 2018). The main findings of the review indicated a notable scarcity of studies developed in Brazil on the implementation of EBPs in the school environment. National literature focuses mainly on theoretical reviews and continuing education programs for teachers, while empirical investigations that directly assess the effectiveness of EBPs in daily school practice are still limited. This gap highlights the need for more applied research that analyzes the concrete impact of EBPs on the learning and development of students with ASD. By revealing this landscape, this study contributes to the understanding of the problem and reinforces the urgency of expanding empirical knowledge on the subject in Brazil.