A Análise do Comportamento Aplicada (aba) e as práticas pedagógicas de alfabetização na inclusão de estudantes com TEA no ensino fundamental

Abstract

Understanding how the literacy process takes place in the school environment is of great importance for educators to achieve meaningful results in their students' learning. However, when dealing with students diagnosed with Autism Spectrum Disorder (ASD), it is recognized that this process may sometimes be slower or, in some cases, may not occur. Considering the emergence of different fields of knowledge, it can be observed that when these are associated with pedagogical practices, they may provide different benefits to students, given that, in certain contexts, they need to be stimulated early so that learning and skills can be generalized more easily. In this context, the main focus of this research is to understand teachers' perceptions regarding Applied Behavior Analysis (ABA), a science that has been widely debated in society and that addresses social, behavioral, cognitive, and academic aspects, potentially providing significant support for the development of pedagogical practices. The general objective was to analyze how the principles of Applied Behavior Analysis (ABA) can be incorporated into pedagogical practices in the literacy process of students with Autism Spectrum Disorder. The specific objectives were to reflect on the need to develop certain skills in children with ASD so that literacy can be achieved; to understand teachers' perceptions of Applied Behavior Analysis (ABA) interventions and the inclusion of students with ASD; and to propose assertive and scientifically supported pedagogical practices for students with ASD through an e-book. In order to obtain significant results, a bibliographic research was conducted as theoretical support to further understand aspects related to Autism Spectrum Disorder and Applied Behavior Analysis. As sources of evidence, structured interviews containing objective and subjective questions were conducted, as well as an analysis of the school's regulations. A research diary was also used as a supporting tool to record personal observations and contribute to the results of the study. A case study was then conducted with four teachers from the Early Years of Elementary School, one teaching assistant and one Therapeutic Assistant, and two teachers from Specialized Educational Assistance (SEA), making it possible to understand their conceptions regarding ABA and its contributions to the literacy process. For data analysis, Discursive Textual Analysis was adopted, allowing the identification of convergences and divergences in the educators' perceptions. As the final product, an e-book was developed containing suggested practices based on Applied Behavior Analysis to support the literacy process of children with Autism Spectrum Disorder. The analysis of the data made it possible to identify that some ABA principles are already present in the participants' pedagogical practices, even when they are not directly recognized as Applied Behavior Analysis strategies. These principles include positive reinforcement, structured and systematic teaching, the use of visual resources, task chaining, individualized attention, behavior analysis, and concern with the generalization of skills. The results also highlighted the importance of pre-academic, communicative, social, and executive skills, such as attention, remaining engaged in activities, following instructions, communication, and turn-taking, understood as dimensions that can be developed simultaneously with the literacy process. It was also found that knowledge of students' interests and strengths can contribute to the development of more meaningful learning situations. The research demonstrated that ABA principles can contribute to the organization, systematization, and individualization of teaching conditions, but they should not be understood as a single method or as a solution for the literacy of students with ASD. The findings also reinforced the importance of continuing professional development and coordinated work among classroom teachers, Specialized Educational Assistance (SEA) teachers, teaching assistants, Therapeutic Assistants, families, and other professionals, while respecting the responsibilities of each area. In this sense, inclusive education requires dialogue among different fields of knowledge, without turning the school into a therapeutic environment or requiring teachers to assume the role of therapists. It is concluded that the literacy of students with ASD does not follow a single path and requires consideration of the singularities, needs, strengths, and different ways of learning of each student. ABA principles may constitute a form of support for pedagogical work when used ethically, individually, systematically, and in articulation with educational objectives, contributing to ensuring that students with ASD not only attend school, but also participate, learn, develop, and effectively occupy their rightful place as subjects with the right to learn.