Autismo e convivência escolar : um estudo sobre a percepção de professores de escolas públicas e privadas

Abstract

In light of the significant movement of the Brazilian society for the inclusion of people with disabilities in the school environment and the perspective that it should transcend educational practices, the present research aims to detect and analyze the perception of primary school teachers, both in state education and private school, about the interaction with students with autism. This research is qualitative and was carried out in Santos – SP. 6 state education teachers and 6 private school teachers of the primary school took part in it. The instruments deployed were Questionnaire Sociodemographic and Interview, applied individually. The data obtained were organized following the content analysis technique according to the psychoanalytic theory applied to the theme of school inclusion. From these analyses the following categories were obtained: a) academic training to work with special education students in regular classes; b) relationship between teacher and student with autism; c) difficulties faced by teachers with autistic students; d) issues of inclusion in the classroom; e) actions favoring school inclusion; and, f) activity together with the class. The results pointed that, in terms of school structure, there is a difference between teachers of public and private schools regarding how they live with autistic students. The analysis indicates that the effective inclusion of autistic children in the classroom is linked to the teacher's ability to involve himself in his educational act, considering an educational process that focuses on the subject in its specificity and not only from the perspective of Autism Spectrum Disorder (ASD).