Um olhar atento para estudantes com os transtornos globais do desenvolvimento na educação básica

Abstract

You hear a lot about including students with Pervasive Developmental Disorders (PDD) in Education. However, the subject is complex, involving public policies that meet, with greater quality, the pedagogical practice and the process of inclusion of these students in the public education system. From this perspective, the objective of this study is to analyze how students with PDD manage to develop, within their limits, in the school context, and how inclusion occurs. The methodology adopted was bibliographical research, exploratory in nature and with a qualitative approach, and field research, with the application of a questionnaire to a professional in the inclusion area of a school in the city of Esteio/RS/Brazil. The results revealed that students with PDD have an evolutionary development in the cognitive part, since this school has an apparatus to receive them, but partnerships between government agencies are still insufficient to improve the area of inclusion. In order for the socialization and teaching and learning process to occur for these students with special needs, it is necessary for there to be involvement between the teaching staff, school administrators, public administrators, students, family and school community. The increase in these disorders in current times is the target of studies among teachers and professionals in the field of Education, in public education networks. Another valuable question refers to how these students perform better in the Portuguese language subject in relation to reading and interpretation, especially in cases of autism.