Formação docente para inclusão do aluno com transtornos do espectro autista no ensino superior

Abstract

This study researches in the line Training and Action of the Professional Teacher and Educational Practices of the Graduate Program in Education, Master's Degree, at Universidade do Oeste Paulista - Unoeste, Presidente Prudente (SP). The entry of students with Autism Spectrum Disorders in Higher Education Institutions is a reality and a challenge, especially for teachers, who must meet their specificities, respecting their differences and allowing the development of their potential. The new aspect of the educational scenario, centered on the compulsory inclusion of autistic students in regular education (from basic education to university) prompted this research, whose objective is to analyze the profile of the theoretical and practical formation of the teachers and coordinators researched for to include students with Autism Spectrum Disorders in higher education. The research approach is qualitative in nature, involving a semi-structured interview with nine participating professors (one from each undergraduate course) and nine coordinating teachers of these courses, in a private college of a medium-sized municipality in Northern Paraná. The data obtained from the interview (thematization and discussion of the speech contents of the interviewees) were analyzed according to the Vigotskian semiotic theoretical framework. The results contributed to the academic-scientific debate as indicators of the specific needs of higher education teachers for a critical-reflexive action of university inclusion of students with Autism Spectrum Disorders.