Banca de DEFESA: KATHYWSY LOHANNA DA COSTA COUTINHO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : KATHYWSY LOHANNA DA COSTA COUTINHO
DATE: 25/07/2025
TIME: 14:00
LOCAL: Google Meet - https://meet.google.com/tzo-buou-dab
TITLE:

TEACHER TRAINING AND METHODOLOGICAL STRATEGIES FOR STUDENTS WITH AUTISM SPECTRUM DISORDER: POSSIBILITIES FOR BUILDING AN INCLUSIVE SCHOOL

KEY WORDS:

Special Education; Teacher Training; Methodological Strategies; Autism Spectrum Disorder; Pedagogical Intervention.

PAGES: 117
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Tópicos Específicos de Educação
SPECIALTY: Educação Especial
SUMMARY:

The aim of this study is to analyze continuing education as a way of expanding teaching activities in special education from an inclusive perspective. To this end, the research was carried out with specialist teachers from a municipal primary school, in which these professionals were offered training courses focused on adapting methodological strategies with an emphasis on students with Autism Spectrum Disorder (ASD). The specific objectives were to identify, through a round table discussion, the previous knowledge and difficulties faced by elementary school teachers in relation to students with Autism Spectrum Disorder; to investigate the methodological strategies currently used in the school with students with Autism Spectrum Disorder; to hold training meetings focused on adapting methodological strategies to be used with students with Autism Spectrum Disorder; and to produce an eBook based on the results of the training meetings. The motivation for the study and subsequent development of this research stems from the researcher's experiences over the last few years in the Multifunctional Resource Room (SRM) at the aforementioned school, working alongside specialist teachers from the regular classroom. These experiences provided an opportunity to observe teaching practices in relation to the main theme of this work and based on these concerns, to reflect on the research. This study is therefore justified by its contribution to the interventional pedagogical proposal, the implementation of which also aims to promote progress in expanding and improving the methodological strategies used in the classroom with students with ASD. This is a study with a qualitative approach, and is a pedagogical intervention type study, in which theoretical and practical training meetings were held with teachers at the institution. In order to produce data, photographic records, video and audio recordings and the writing in the researcher's logbook were used, as well as those of the research subjects, made during the training meetings and conversation circles, intertwined with bibliographic research based on reference theorists on the subject, official documents and current legislation. The data was analyzed using thematic analysis with an interpretative approach, based on sensitive listening to these teachers' narratives. The results showed significant advances in teachers' understanding of the inclusive perspective, as well as in the re-dimensioning of pedagogical practices. However, structural and institutional obstacles also emerged, such as the lack of specialized pedagogical support, work overload and time for training. These elements reveal that continuing training, although necessary, cannot operate in isolation and requires institutional support and public policies that value inclusion as a collective commitment. The research therefore reaffirms the urgency of investing in ongoing, dialogical and contextualized training processes, capable of driving quality, ethical and inclusive public education.

COMMITTEE MEMBERS:
Presidente - 2432915 - MARISTELA DE OLIVEIRA MOSCA
Interna - 3903631 - BLENDA CARINE DANTAS DE MEDEIROS
Interna - 1717416 - JACYENE MELO DE OLIVEIRA ARAUJO
Externa à Instituição - SHIRLEI DE SOUZA CORRÊA