Ações, relações e sentidos produzidos pela comunidade escolar sobre o processo de inclusão da criança com TEA

Abstract

Autistic Spectrum Disorder (ASD) is a neurodevelopmental disorder with psychiatric repercussions, implying impairments in communication and social interaction, with repetitive patterns of behavior, interests or activities. The World Health Organization estimates that 1% of the world's population has some sign of the disorder. In Brazil, legal changes guaranteed the person with ASD the recognition of their rights, including school education. Data from the School Census show a 37.3% increase in the number of Special Education public enrollments, including students with ASD, in common classes. In the public education system, 95% of these enrollments have occurred in regular education, which demonstrates the relevance in knowing how the schools have been dealing with the inclusion of children with autism. Social Psychology has contributed timidly to the theme, but Vygotsky's Historical-Cultural approach, the assumptions of González Rey et al. allied to educational theories such as Paulo Freire's Liberating Pedagogy and the Inclusive Paradigm, provide a critical theoretical framework useful to understand the processes produced by the school community about the inclusion of children with ASD. Based on the above, the objective was: to know the actions and relations produced in the daily life of a public school in the city of Manaus-AM, recognized for its inclusion; to identify the meanings and expectations of the subjects of the school community on the inclusion of children with ASD in regular education. The qualitative approach was chosen in the ethnographic model, guiding the construction and analysis of the information from the contributions of González Rey. The results indicate that the school team is guided by an ideal of excellence in education according to the Municipal Education Department; the community expresses an institutional commitment to accomplish "whatever possible" in the daily school life; the community expresses an institutional commitment to accomplish "whatever possible" in the daily school life; in the scope of the management, the actions are characterized as discretionary and of strengthening of partnerships; on the part of the teachers, the actions are creative and the strengthening of bonds; within the family, the actions reflect the demands of the school team; for the students, the actions are empathic, solidarity and sociability; relations are fragile with collective, dialogic and participatory spaces are reduced; in the family nucleus, timely relations of attendance are configured, without protagonism; the work organization revealed conditions that generate feelings of concern and insecurity about the team's ability to work with children with ASD. In relation to the sense nucleus, the family emphasizes the practices of accompaniment of school life and health care; for the learners, the meanings of inclusion encompass the experiences and experiences of sociabilities; the sense nucleus pointed out by teachers is crossed by affectivity. As a conclusion, I present that, despite the challenges, the expectations are configured as positive, but conditioned to aspects such as: changes in the conditions and work organization; effective spaces of participation of the whole school community in the construction of an inclusive daily life; new forms of subjectivity in relation to the relationship with the person with ASD.