Tematização da prática nos processos formativos: a inclusão de estudantes com TEA na educação infantil

Abstract

This master’s research is part of Research Line 1: Public Policies in Education, Training Processes, and Diversities of the Graduate Program in Education (PPGE) at the Universidade do Oeste Paulista (Unoeste), campus of Presidente Prudente. The general objective of the dissertation is to analyze how the thematization of practice can contribute to the continuing education of early childhood education teachers in the process of including children with Autism Spectrum Disorder (ASD). This work is composed of three complementary studies that investigate teacher training and the challenges faced in the inclusion of students with ASD in Early Childhood Education, focusing on the thematization of pedagogical practice. The first study, aimed at understanding the training processes directed toward the inclusion of students with ASD in Early Childhood Education, presents a scoping review. The research analyzed 14 scientific articles and highlighted the need for investment in teacher training, revealing a gap in the literature regarding the thematization of pedagogical practice as a tool for inclusion. The second study sought to investigate the experiences and challenges of early childhood teachers in the process of including children with ASD. Based on open-ended questionnaires applied to 32 teachers from the municipal school system in the interior of São Paulo State, the study identified an urgent need for continuing education addressing topics such as understanding ASD, pedagogical strategies, behavior management, communication, interaction, and curriculum flexibility. The research reinforces the importance of thematization of practice as a formative approach to promote a more inclusive and welcoming school environment, supporting the development of teachers’ professional competencies. The third study focused on identifying the challenges faced by teachers and tutors in the inclusion of students with ASD and on developing formative interventions to improve their pedagogical practices. Conducted in a school in the interior of São Paulo, the study involved systematic observations and formative meetings with the 32 participating professionals. The interventions included strategies such as alternative communication, visual routine structuring, weekly planning, and the development of Individualized Educational Plans (IEPs). The results indicated significant improvements in student engagement, a reduction in disruptive behaviors, and greater confidence among educators in conducting teaching activities, highlighting the effectiveness of thematization of practice as a strategy for teacher qualification and enhancement of inclusive practices. The three studies converge in identifying the need for continuing education for early childhood teachers, emphasizing the thematization of pedagogical practice as an essential resource for transforming pedagogical practices and building an inclusive and equitable school environment for students with ASD. Together, the studies complement each other by composing a formative program experienced throughout the research, articulating theoretical mapping, listening to practices, and formative interventions that demonstrate the importance of ongoing investment in training processes. Such actions enable teachers to face the challenges of inclusion, promoting meaningful learning and the holistic development of students with ASD in Early Childhood Education.