Práticas pedagógicas afetivas: elementos articuladores para a inclusão de estudantes com transtorno do espectro autista no ensino fundamental

Abstract

This dissertation, developed within the Graduate Program in Education (PPGED) at Universidade Tuiuti do Paraná, in the research line Pedagogical Practices: Articulating Elements, is affiliated with the Research Group Conexões PPGED (UTP) and the Research Group on Special Education and Diversity (GEPEED – UFRRJ/UTP), both linked to their respective institutions and accredited by CNPq. The object of investigation consists of affective pedagogical practices as articulating elements for the inclusion of students with Autism Spectrum Disorder (ASD) in Elementary Education. Thus, the central research question guiding this study is: What does the scientific literature indicate regarding the contributions of affective pedagogical practices to the learning of children with Autism Spectrum Disorder (ASD) in the context of Elementary Education? In this sense, this study aims to examine, in light of the selected scientific literature, the articulating elements of the inclusion process that contribute to the autonomy of students with ASD in Elementary Education. The research is grounded in the contributions of Freire (2021), Franco (2012), Cunha (2009; 2012), Papim (2020), and Nogueira (2023), who advocate for a pedagogy centered on dialogue, listening, and affectivity as fundamental elements of teaching and learning processes. These principles are particularly relevant in the education of students with ASD, as they foster the establishment of bonds, respect for differences, and the construction of more welcoming and inclusive environments. Specialized Educational Support (SES) is also highlighted as an essential pedagogical service for students who require specific resources and strategies for learning. Methodologically, this study adopts a qualitative, bibliographic research approach, analyzing studies published between 2013 and 2023. This time frame was selected because it follows the political changes of 2012, when autism was legally recognized as a disability in Brazil. The results indicate that, despite legal advances in the schooling of students with ASD, challenges persist regarding communication among those involved in the educational process, the organization of routines, and teacher education. In this context, the findings emphasize the need for ongoing reflection on affective pedagogical practice, which, particularly when articulated with pedagogical listening and the appreciation of individual singularities, proves essential to expanding participation and promoting the learning of students with ASD. It is 11 therefore concluded that affectivity, when articulated with inclusive pedagogical strategies and the work of SES professionals, contributes to the effective implementation of an inclusive and truly humanizing education.