Profissionais de apoio no ensino fundamental II: desafios e perspectivas formativas para a inclusão escolar de estudantes com transtorno do espectro autista

Abstract

School support professionals face challenges in the context of Inclusive Education. In this sense, the objective of this research was to investigate the challenges and formative perspectives of support professionals regarding the inclusion of students with ASD in a Municipal School in São João do Piauí that offers Elementary School II. The research is characterized as applied, with a qualitative approach and exploratory nature, using action research and documentary research as methodological procedures. Data collection instruments included initial and final questionnaires, as well as the creation of logbooks related to the meetings of the formative cycles. In parallel, an analysis was conducted of public tender notices from the municipality of São João do Piauí aimed at hiring these professionals, the school's Political-Pedagogical Project (PPP), as well as the legislation and guidelines that regulate the work of support professionals, allowing for a broad understanding of the reality of the Liberalina Paes Landim Municipal School. Ten support professionals working in the second cycle of elementary education at this municipal public school in São João do Piauí, who currently work with or have worked with students with autism, participated in the research. The research results pointed to challenges in the pedagogical-behavioral dimension, due to the inconsistent behavior of some students with ASD; and in the institutional and structural dimension, revealing the need to enhance accessible pedagogical resources in schools, as well as highlighting the weakness in training in this area, with a broad invitation extended to teachers and other members of the institution and the family unit. Therefore, it is concluded that for inclusive education with quality and equity, permanent investment in the continuing education of all professionals involved in the educational process is necessary, articulated with the strengthening of institutional policies and collaborative practices that favor the inclusion and integral development of students with ASD.