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Práticas pedagógicas inclusivas na educação infantil : desafios e possibilidades no atendimento de crianças com transtorno do espectro autista (TEA)
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O presente estudo, de natureza quantitativa e caráter exploratório, examina as práticas pedagógicas inclusivas empregadas por docentes da Educação Infantil no atendimento a crianças com Transtorno do Espectro Autista (TEA). O principal objetivo é examinar os obstáculos encontrados e as oportunidades que surgem ao se criar uma educação verdadeiramente inclusiva para esses indivíduos. A metodologia incluiu a aplicação de um questionário estruturado a professores atuantes em salas de aula de instituições de ensino públicas e privadas do município de Paraipaba, no Ceará, Brasil. Os resultados nos mostram que, embora haja progressos legais e aumento no número de crianças diagnosticadas com TEA, os principais obstáculos estão na falta de formação adequada para os docentes, na inadequação da infraestrutura escolar e na excessiva carga horária de trabalho dos profissionais. Por outro lado, as oportunidades se revelam na adaptação curricular inovadora, no uso de recursos visuais e tecnológicos e, acima de tudo, na importância dada à interação e à cooperação entre a equipe pedagógica, a família e os profissionais de apoio. A verdadeira inclusão vai para além do simples acesso às instituições de ensino regular; é necessário garantir condições estruturais e pedagógicas que favoreçam o desenvolvimento integral dos discentes com TEA. Isso ressalta a necessidade urgente de políticas públicas que priorizem a formação continuada dos educadores, visando à implementação de uma educação verdadeiramente diversa e inclusiva nas instituições de ensino brasileiras. Por se tratar de uma pesquisa quantitativa, teremos uma amostra composta por professores da educação infantil de seis escolas, sendo metade destas instituições particulares e a outra metade públicas. O instrumento empregado na coleta de dados será um questionário (elaborado por nós, no formato online, na plataforma Google Forms), aplicado em um procedimento padrão, após uma explicação clara e concisa de cada item. Os resultados alcançados serão adequadamente processados e exibidos de forma clara e precisa. As conclusões finais serão apresentadas de forma clara e fundamentada.
This study, quantitative in nature and exploratory in character, examines the inclusive pedagogical practices employed by Early Childhood Education teachers in caring for children with Autism Spectrum Disorder (ASD). The main objective is to examine the obstacles encountered and the opportunities that arise in creating a truly inclusive education for these individuals. The methodology included administering a structured questionnaire to teachers working in public and private educational institutions in the municipality of Paraipaba, Ceará, Brazil. The results indicate that, despite legal progress and an increase in children diagnosed with ASD, the main obstacles lie in the lack of adequate training for teachers, the inadequacy of school infrastructure, and the excessive workload of professionals. On the other hand, opportunities arise through innovative curricular adaptation, the use of visual and technological resources, and, above all, the importance given to interaction and cooperation among the pedagogical team, family, and support professionals. True inclusion goes beyond simple access to regular educational institutions; it is necessary to guarantee structural and pedagogical conditions that favor the integral development of students with ASD. This highlights the urgent need for public policies that prioritize continuous educator training, aiming for truly diverse and inclusive educational implementation in Brazilian educational institutions. As this is a quantitative research, we will have a Sample consisting of early childhood education teachers from six schools, half of which are private institutions and the other half public, through the use of a Questionnaire (developed by us, in an online format via the Google Forms platform), which will be the Instrument employed in data collection, applied in a standard Procedure, after a clear and concise explanation of each item. The results achieved will be adequately processed and displayed clearly and accurately. The final Conclusions will be presented clearly and well-founded.
This study, quantitative in nature and exploratory in character, examines the inclusive pedagogical practices employed by Early Childhood Education teachers in caring for children with Autism Spectrum Disorder (ASD). The main objective is to examine the obstacles encountered and the opportunities that arise in creating a truly inclusive education for these individuals. The methodology included administering a structured questionnaire to teachers working in public and private educational institutions in the municipality of Paraipaba, Ceará, Brazil. The results indicate that, despite legal progress and an increase in children diagnosed with ASD, the main obstacles lie in the lack of adequate training for teachers, the inadequacy of school infrastructure, and the excessive workload of professionals. On the other hand, opportunities arise through innovative curricular adaptation, the use of visual and technological resources, and, above all, the importance given to interaction and cooperation among the pedagogical team, family, and support professionals. True inclusion goes beyond simple access to regular educational institutions; it is necessary to guarantee structural and pedagogical conditions that favor the integral development of students with ASD. This highlights the urgent need for public policies that prioritize continuous educator training, aiming for truly diverse and inclusive educational implementation in Brazilian educational institutions. As this is a quantitative research, we will have a Sample consisting of early childhood education teachers from six schools, half of which are private institutions and the other half public, through the use of a Questionnaire (developed by us, in an online format via the Google Forms platform), which will be the Instrument employed in data collection, applied in a standard Procedure, after a clear and concise explanation of each item. The results achieved will be adequately processed and displayed clearly and accurately. The final Conclusions will be presented clearly and well-founded.
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Práticas inclusivas Educação infantil TEA Formação docente Adaptação curricular Inclusive practices Early childhood education ASD Teacher training Curriculum adaptation
Contexto Educativo
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Licença CC
Sem licença CC