Conhecer para incluir: uma proposta formativa sobre transtorno do espectro autista (TEA) para servidores do IFMS

Abstract

This master's study was motivated by a personal and professional premise. Thus, Autistic Spectrum Disorder (ASD), the subject in question, is inserted in the researcher's family life, which often seeks ways to include his son in the educational environment. The author, as a student assistant at the Federal Institute of Mato Grosso do Sul (IFMS) - Aquidauana campus, realized the need to familiarize himself with the concepts of ASD from the point of view of school inclusion. Thus, we bring as a general objective: to understand how the school inclusion of students with ASD at IFMS campuses Campo Grande and Três Lagoas is, as well as to develop and evaluate an online training course on ASD from the perspective of school inclusion, within the EPT, for IFMS employees. Regarding the research problem, the following question was raised: Working concepts about ASD from the perspective of school inclusion through a training proposal for IFMS employees can contribute to the inclusion of students with ASD? About the theoretical framework, we have Vygotsky's Cultural-Historical Theory. Thus, we worked on some concepts, such as mediated activities, the process of concept formation, and the Zone of Proximal Development (ZPD). In terms of method, the study is exploratory, whose purpose is applied based on a qualitative approach. For data analysis, we used the precepts of Bardin's Content Analysis. The study of the reports will show the relevance of curricular adaptations and inclusive educational practices, such as collaborative teaching - the union of knowledge in favor of school inclusion. To this end, it is essential that the staff be trained on the subject and that debates are encouraged in the institution. The fact that there are no special education professionals, as shown in the reports of the Center for Support to People with Specific Educational Needs (NAPNE), made it impossible to provide specialized assistance, which could help with students' difficulties. As an Educational Product (EP), we chose to produce a 30-hour online course in the Free Course modality, using the IFMS Moodle platform. The course contains in its scope studies on ASD, school inclusion, and the history and policy of the Federal Institutes. Forty employees signed up for our free course, but 26 completed it, which represented a 65% utilization rate. The result of this study shows that our free course was efficient for knowledge acquisition and moments of reflection and debates about the theme. It is worth mentioning that 20 students who started the course with little or no knowledge about ASD had an average of 9.4 in the final evaluation, 10 being the highest score. In addition, all the students who completed the course confirmed that the course provided moments of reflection and 96.15% considered applying the knowledge acquired in the school environment. Our work and other actions promoted by the Federal Institutes have stimulated discussions about TEA. We participated in events in which our project joined other actions that, in some way, brought the theme to the school. We were also responsible for three scientific articles and an extension project.