A teoria do apego e suas possíveis contribuições para a inclusão de alunos com Transtorno do Espectro Autista (TEA) na educação infantil

Abstract

This research aimed to analyze the understanding of a group of Early Childhood Education teachers, regarding the importance of an attitude based on sensitivity and availability for the construction of an attachment bond between teacher and students with Autism Spectrum Disorder (ASD), the from a pedagogical intervention of a formative nature. The theoretical framework that guided the research consisted of studies by authors with works linked to the themes of ASD (BOSA, 2020, 2014), attachment (BOWLBY, 1989) and Vygotski defectology (VYGOTSKI, 1997). Methodologically, the research was characterized as interventionist. The data collection instruments used to evaluate the intervention were: observation, interview and document analysis. The subjects participating in the research form 10 early childhood teachers from a public school for early childhood education in the city of Pelotas. The collected data were treated from the discursive textual analysis. The product of the analyzes carried out was a metatext that addresses two major categories: The disabled child in the Kindergarten School; Attachment and ASD. The results showed the need for continuing education, especially with regard to dealing with students with ASD, the meetings as moments of reflection for the teachers, who were able to think about their practices. The teachers were able to understand that their posture directly influences the student with ASD, especially with regard to the inclusion of this student. It was also possible to identify and understand what a posture based on sensitivity and availability is, as well as problematize how these postures can help in the construction of an attachment bond between teacher and student.