Práticas inclusivas no ensino de ciências naturais para alunos com autismo no ensino fundamental II em escolas públicas do município de Valença do Piauí

Abstract

Autism Spectrum Disorder (ASD) is characterized as a clinical syndrome disorder that compromises both the cognitive and physical aspects of the individual, and in the social environment there are laws such as the Legislation created by Berenice Piano that protects the rights of people with autism, where it comes next to deal with which public can be considered autistic and its broad symptoms. In this regard, the general objective is to investigate the pedagogical actions of natural science teachers in elementary school II in the municipality of Valença do Piauí, and the possible difficulties of students with autism in the learning process. The theoretical foundation of this research is based on authors and laws such as Baptista et al., (2002), Justino et al., (2021), Law of Guidelines and Bases of National Education (1996), Marinho et al., (2009) , Nunes et al., (2013), Sousa et al. (2004) among other authors. The present research is constituted in descriptive and action, since the descriptive research makes it possible to present and describe the reality of a determined object of study, in relation to the approach of the research remains of a qualitative nature. Thus, it is expected that this research can contribute in this direction, to reflect on the inclusion of students with ASD and the possibilities of outlining adaptive practices in science teaching, taking into account the concrete conditions of objectification of this teaching and learning.