A articulação entre o atendimento educacional especializado e a educação infantil na inclusão de crianças com transtorno do espectro autista: um estudo realizado em escolas públicas do município de Salvador.

Abstract

The general objective of this thesis was to problematize the articulation between Specialized Educational Assistance (SEA) and Early Childhood Education (ECE) and its implications for the educational inclusion of children with Autism Spectrum Disorder (ASD). For that, a qualitative research, case study type was carried out and for data collection interviews were performed with fifteen education professionals, namely: coordinators, managers, SEA and early childhood education teachers from four municipal schools that had children with ASD enrolled in Early Childhood Education and who are supported by specialized educational assistance. The theoretical concept that guides this study is Vygotsky's cultural-historical approach. Data analysis and discussion were organized using the content analysis technique, resulting in four categories, namely: 1. Specialized Educational Assistance in Early Childhood Education for children with ASD. 2. Barriers to articulation between SEA and Early Childhood Education. 3. Ideas to favor the articulation between Specialized Educational Assistance and Early Childhood Education. 4. Specialized Educational Service and the inclusion of children with ASD during the pandemic. The results showed that, despite the understanding that there is a need for articulation between SEA teachers and ECE teachers and the efforts made by professionals to make interaction happen, the articulation still occurs in a fragile way, depending on the goodwill of the teachers. It has not yet been possible to perceive, in the realities investigated, an institutionalization of this articulation in the political pedagogical project of the institutions and the guarantee of spaces and times for the articulation to happen in a systematized way, as guided by theorists in the area. However, it was possible to verify signs of change in the suggestions given by the interviewed professionals for the articulation to happen, such as having a longer planning time, institutionalizing fortnightly meetings so that the teachers know the work developed in the SEA. Another suggestion was the creation of a pedagogical shift so that SEA and ECE teachers could meet to discuss cases, plan, guide and build resources. In the research, it appeared, as a suggestion, the possibility of taking advantage of the learning and experiences of the remote period with regard to the use of technologies as a way of favoring collective meetings for reflection, training and planning. It is understood, in this investigation, that there is no ready-made recipe that can resolve in a single way all the obstacles that exist in schools that weaken or prevent the articulation between SAE and ECE teachers, however, the articulation needs to be institutionalized both by Municipal Secretary of Education, and by the school units themselves, through the political pedagogical project and other documents that guide the actions developed, with the feasibility of actions that favor this articulation. Thus, after this institutionalization, each school will be able to think, collectively, in ways that best meet their specificities and promote an articulated action for the inclusion of children with ASD.