Transtorno do espectro do autismo (TEA) e a química orgânica: uma sequência didática acessível na perspectiva do ensino estruturado

Abstract

The present study presents a didactic sequence proposal for Organic Chemistry, based on the perspective of structured teaching in a common inclusive classroom, in the curricular component of Chemistry that has a student with Autism Spectrum Disorder (TEA). The work starts from the premises of the Pedagogical Intervention Research, makes use of the documentary analysis through the use of field diary and predicts a systematization of data from Discursive Textual Analysis. The research was developed in a state school in the municipality of Bagé / RS, in a class composed of 16 students and among them, one diagnosed with ASD. Therefore, this work presents an overview of the publications of the area of Teaching Chemistry in relation to Inclusive Education, as well as the advances of this in Brazil. Also, structured teaching is understood, through the detailing of the activities developed by the author. The results indicate the effectiveness of structured teaching for students with ASD.