A inclusão do aluno com TEA na educação escolar: um panorama da produção bibliográfica sobre este fenômeno

Abstract

The process of school inclusion for students with disabilities or disorders is a subject that’s been more frequently discussed over the last few years. Through laws and public policies, there’s been a considerable increase of this public in regular teaching schools, especially children diagnosed with Autism Spectrum Disorder (ASD). Thus, many scholars started researching about the inclusion of these students in the school environment, considering the variety of actors and perspectives, such as the educators and their pedagogical practices, school management, the family, among other topics. Therefore, the general objective of this research is to comprehend how the authors of studies in the national post-graduate education programs perceive the inclusion of students with ASD in school education. To this end, the present investigation consists of bibliographical research, carried out through a systematic literature review, by descriptive characteristic of a qualitative nature, and a phenomenological method. As this is a study focusing on Postgraduate programs in Education, the selected researches were theses and dissertations through the databases of the Brazilian Digital Library of Theses and Dissertations (BDTD) and the CAPES Periodicals Portal. The descriptors used for the databases considered the association of the word “Autism” with the words: “Inclusion”, “Education” and “School”, and the combination of “Autism Spectrum Disorder” with the words: “Inclusion”, “Education” and “School”. As for the results obtained, there was 58 works, 7 theses and 51 dissertations, and considering this, an in-depth analysis of the information contained in the selected research was carried out, such as: categories, policies, references, authors, and methodological aspects most covered on this topic. In general, the perceptions that researchers have regarding the inclusion of students with ASD in schools is that, currently, there are still many challenges to be overcome, and that despite there being public policies that ensure quality inclusion for these students, the reality is still very distant, considering that inclusion isn’t just about inserting an individual into a physical space, but respecting the child’s uniqueness and peculiarities, understanding that for this inclusion to actually be effective, everyone's participation is necessary, including the State’s, teachers, family members, students, etc., aiming to generate autonomy and humanization for this public. Therefore, it is necessary for everyone to work, develop and have adequate training, capacitation, financial and human resources to assist students with ASD and thus enable quality education.