Um anjo azul nas minhas práticas pedagógicas: o ensino de ciências e biologia para alunos com Transtorno do Espectro Autista

Abstract

Education for all is a right guaranteed by the Universal Declaration of Human Rights (1948), however, it was from the Salamanca Declaration (1994) that another look at people with disabilities was possible. After this milestone, policies were developed that addressed Special Education/inclusion in regular schools. Therefore, among the deficiencies, syndromes and/or disorders, we highlight in this research, Autism Spectrum Disorder - ASD, a neurodevelopmental disorder that can cause persistent impairment in communication and social interaction, as well as restricted and repetitive patterns of behavior. With regard to the teaching-learning process, there are still many gaps. In view of the above, we make the following reflection: How has the contents of Science and Biology been taught and what teaching-learning methodologies have been used in classrooms to enhance the learning of autistic students? For this, the main objective of this study was to verify the availability of pedagogical content and documents, which start from the understanding of how to assist in the teaching-learning process of Science and Biology of the student with ASD. Therefore, the research methodology was qualitative in nature, based on Lüdke; André (2013); the objectives were developed in a descriptive way and the procedures will be given in a bibliographic way. Finally, it was characterized as documentary, based on the authors Marconi; Lakatos (2017). The realization of this research allowed us to conclude, in view of the analyzed studies, that the challenges of inclusion are beyond the imagination of many people. When considering the corresponding laws dealing with the matter, it seems clear, but in practice it is quite different. With the lack of information, schools also face the challenges of inclusion.