Perspectiva vigotskiana e as concepções dos (as) professores (as) de ciências sobre os estudantes com TEA em uma escola do ensino fundamental de São João do Piauí

Abstract

This article examines the Vygotskian perspective and Science teachers' conceptions of the inclusive education of students with Autism Spectrum Disorder (ASD). The study aimed to analyze Science teachers' conceptions of students with ASD in a municipal public school in São João do Piauí, Brazil, in light of the principles of Vygotsky's cultural-historical theory of inclusive education. This basic research adopted a qualitative approach with a descriptive and exploratory design and was conducted through field research at the Liberalina Paes Landim Educational Center. Data were collected using a structured questionnaire comprising ten questions, including seven open-ended and three closed-ended items, administered to four Science teachers. The data were analyzed using Bardin's (2016) Content Analysis, following the stages of pre-analysis, material exploration, and interpretation of the findings. The results indicate that pedagogical mediation, grounded in inclusive practices tailored to the specific needs of students with ASD, promotes the development of their abilities and potential within the school context. The findings suggest that Science education for students with ASD requires diversified and inclusive teaching strategies that value students' prior knowledge, incorporate visual resources, and recognize social, historical, and cultural mediation as essential elements for learning and development.