O essencial é invisível aos olhos e cativa o coração”: investigação sobre a superação de barreiras atitudinais no processo de ensino de estudantes com TEA na educação infantil.

Abstract

Historically humanity has produced, maintained and strengthened, behaviors that end up "building" attitudine barriers, a process that occurs through actions, omissions and socially produced languages, which isolate subjects who do not fit in the pre-established molds, resulting in the impediment of the exercises of rights and duties of these individuals. Based on this context, the following research problematization was elaborated: Do professionals working with students with Autism Spectrum Disorder (ASD) in Early Childhood Education present evidence of attitudinal barriers to the inclusion of these students? Do these barriers imply the inclusion and teaching processes of these students? Having as a research theme "Attitudinal barriers to teaching students with Autism Spectrum Disorder in Early Childhood Education". Thus, the objective of this research is to investigate the attitudine barriers to teaching students with ASD in Early Childhood Education and what strategies have been used by education professionals in order to overcome them. This project adopts the qualitative research methodology of the action-research type, based on Dionne (2007). Having as a field of investigation a public early childhood education school, belonging to the municipal school network, located in the urban area, east zone, bagé (RS). The subjects of this work are 12 teachers and 10 nursery attendants, with and without students with ASD included in the class, who expressed interest and willingness to contribute to the research actions. The instruments used for data production were elaborated according to Lakatos and Marconi (2003) and they were structured interviews, questionnaire with open and closed questions, observations, with field diary registration and the use of the focus group technique, organized according to Gatti (2005). The data produced were analyzed based on the assumptions of Bardin's data analysis (1997) in dialogue with researchers and theorists from different areas, childhood sociology, psychology, early childhood education, studies on childhood, inclusive education, among others. In the analysis of the data produced we discuss the Attitudine Barriers identified in the processes of inclusion and teaching of students with ASD in Early Childhood Education, based on the relationship with professionals in the area of education. Following the development of critical and dialogical reflections, as well as the breakdown of paradigms of a group of professionals who initially showed barriers in their discourses / speeches and actions / attitudes, derived from the absence of experiences with people with disabilities and social cultures who believe that disability is synonymous with difference, problematizing these themes, with a view to the elaboration of strategies for overcoming them. Finally, in our conclusions, we present only a few considerations, as a synthesis of the results of diagnostic research and the actions implemented in this action research, through data production and final resumption between the intended and the achieved with the development of research and contributions to the field of inclusion of children with Autism Spectrum Disorder.