Importância da formação continuada e educação inclusiva: uma abordagem teórico-prática do processo educacional em Monteiro/PB

Abstract

The study aimed to investigate the main challenges faced by teachers of the 6th to 9th grades in a public school in Monteiro-PB, in the context of inclusive education for students with Autism Spectrum Disorder (ASD). As the object of research, the teachers of these students were considered, aiming to understand the conceptions of inclusion, the pedagogical practices used, and the difficulties related to the care of students with specific needs. The research was based on a descriptive and exploratory approach, of a qualitative nature, including a literature review and a field study with the conduct of interviews and the application of questionnaires. Data collection took place at the Municipal Elementary School II Profª Maria do Socorro Aragão Liberal, where a researcher works in Specialized Educational Assistance (AEE), allowing for a more in-depth analysis of the institution's reality. The specific objectives included considering the conceptions of inclusion from the teachers' perceptions and developing a guide of pedagogical orientations to assist in working with students with ASD. The analysis of the interviews revealed that teachers face significant challenges in inclusive practice, such as the lack of specific ongoing training and adapted pedagogical resources, highlighting the need for constant qualification and the strengthening of institutional support. Based on the collected data, an educational product in the form of a booklet was developed, containing suggestions for pedagogical practices and specific resources for inclusive work with autistic students. It is concluded that continuous teacher training, dialogue with families and health professionals, and collaboration among school professionals are essential for effective inclusive education. The study reaffirms the importance of educational policies that ensure the necessary support for teachers to adequately handle the demands of inclusion, especially in the case of students with ASD.