Metodologias ativas no atendimento educacional especializado no ensino de ciências da natureza para alunos com TEA: estudo de caso

Abstract

Specialized Educational Assistance (“AEE”) plays a fundamental role in promoting the inclusion of students with Autism Spectrum Disorder in the teaching of natural sciences. This study discusses the use of active methodologies (“MAs”), with the aim of understanding which strategies are used, their applicability and the challenges faced in inclusive teaching practice. The research is characterized as a case study, of a basic and applied nature, with a quantitative and qualitative approach. To produce the data, we used a semi-structured interview with an ESA teacher from a public school in Valença do Piauí. For the analysis, we used the content analysis technique to interpret the data. The results revealed that although the teacher in charge shows commitment and uses strategies such as educational games and playful materials, the lack of specific and ongoing training, coupled with the school's precarious structure and the fact that it does not have an after-school timetable, jeopardizes the implementation of inclusive and equitable care. We conclude that ongoing training and intentional pedagogical planning are essential for the effective use of MAs, favoring the autonomy, engagement and learning of students with TEA. We highlight the importance of public policies and the need for continuing training in inclusive education.