Macroindicadores qualitativos de inclusão e a alteridade na escolarização de estudantes com TEA

Abstract

This research aims to analyze how the quality of care occurs in special education through the use of macro indicators in the dimensions of Pedagogical and Learning Strategy, and also, School Management, paying attention to relationships of otherness among students with Autism Spectrum Disorders (ASD) in municipal public schools in Castanhal-Pará, aiming at inclusive education. We opted for a qualitative approach and descriptive and exploratory characteristics. As a procedure for data collection, observation and interviews were used using self-administered questionnaires, with the participation of 09 (nine) teachers working in the Specialized Educational Service (SES) room and 07 (seven) managers. A set of qualitative indicators structured into two dimensions was established: 1) Pedagogical and Learning Strategies and 2) School Management. These dimensions made it possible to reach the proposition of 10 (ten) macro indicators. The results indicated that dimension 1 is in an initial phase of development, revealing that there is a need for greater initial support and school adaptation, even given the understanding by educators of the appreciation and establishment of relationships of otherness in the schooling of students with ASD, with the need for more effective and multidisciplinary collaboration between professionals offering health services. In dimension 2, the macro indicators point to signs of initiation of the implementation of inclusive practices, highlighting the lack of physical adequacy of the school environment and the need for changes in awareness on the part of educators as critical areas to be addressed. The research reveals both advances and challenges in promoting inclusive education for students with autism, given a growing number of ASD enrollments in the network, which has accompanied the reality at national level, but there is a need for a joint effort to guarantee an inclusive, equitable education that is more attentive to relationships of otherness, where all students can have access to quality education regardless of their particularities, in municipal public schools.