Educação inclusiva de alunos com TEA: olhares sobre a percepção dos docentes a partir da revisão sistemática de literatura

Abstract

The fundamental objective of inclusive education is to create an environment where every learner, including those with ASD, can thrive academically, socially and emotionally. This study examines teachers' perceptions of the inclusion of students with autism spectrum disorder (ASD) through a Systematic Literature Review (SLR), considering academic productions in the CAPES portal, published between 2019 and 2023. The research is structured through a qualitative and descriptive approach based on the mapping of theses and dissertations published in the last five years, using the following search terms: inclusive education and difficulties, autism and teachers, autism and learning, autism and inclusion, autism and education. The data analysis revealed a large number of publications on the subject, highlighting the importance and growing concern about inclusive education for students with autism. However, the research also pointed to several difficulties in this process, particularly the lack of teacher preparedness. The study was based on four main topics: initial teacher training, stigma present in discourses about reports and school complaints, the place of inclusive education in an exclusive society, and the contributions of scientific productions to inclusive attitudes of teachers. The results indicate that teachers have been reshaping their conceptions about children with autism, highlighting the importance of ongoing training to deal more efficiently with the challenges faced. The study also highlights the importance of inclusion, but also the challenges it faces, thus, the production suggests the need to invest in teacher training to promote inclusive attitudes.