Experiências de professoras que ensinam crianças com transtorno do espectro autista: contribuições para a formação e a prática docente no contexto do Ensino de Ciências nos Anos Iniciais

Abstract

For science teachers, understanding and addressing the needs of students with Autism Spectrum Disorder (ASD) requires a combination of sound scientific knowledge and an in-depth understanding of the individual characteristics of these students. Teacher training in this area plays a crucial role in promoting inclusion and ensuring quality education for all. However, it is important to recognize that the challenges faced by science teachers who teach students with ASD are diverse and complex, as they constantly face the challenge of balancing the individual needs of students with the demands of the school curriculum. In this sense, I seek to answer the following question in this research: what experiences lived by teachers who teach science to students with ASD contribute to teacher training and practice in the context of Science Education? My general objective is to understand, based on teachers' accounts, the reality and challenges experienced by teachers when teaching science to students with Autism Spectrum Disorder (ASD) in the Early Years of Basic Education, which can contribute to the training of new/other teachers. To this end, I use Narrative Research as a methodological approach, of a qualitative nature, whose investigative object is the human experience. To construct the research corpus, individualized dialogues were held with eight elementary school teachers who work with students with ASD in their classrooms. Based on the analyses carried out through Discursive Textual Analysis (DTA), three categories of discussion emerged: Teaching practice and ASD; socio-emotional networks; and Science teaching practices. The experiences reported show that although theoretical training is important, practice at school, with its daily difficulties, requires a review and updating of teaching approaches. Work overload and lack of support and infrastructure in schools generate a series of obstacles that affect both the emotional health of teachers and the effectiveness of their pedagogical practice. In addition, the reports revealed a comprehensive overview of the challenges and strategies adopted by teachers to overcome this context of difficulties and teach science to children with ASD. I hope that this research will contribute to teacher training, promoting reflections that contribute to teaching training and practice.