Formação do profissional de apoio educacional para o atendimento de crianças com autismo no ensino regular

Abstract

The present study is a qualitative research developed in the line of Education and Diversity hence it's our aim to understand which theoretical-methodological supports have been offered within the initial (undergraduate) courses in Pedagogy, in order to subsidize the future teacher as an educational support professional. Therefore, our theoretical support was based in Tardif (2014), aiming to create an understanding regarding the different knowledge which constitutes the teacher training. As we take in consideration the common distance between subject and community, within this view, the need for a training that takes into account the constitution of the individual from social relations, we have used the studies of Norbert Elias (1994) as a parameter. We have adopted the Pedagogical Projects of five Federal Universities of the Center-West region and, from Gil (2002) as empirical material, we organized the data of these projects into four categories: course objectives; disciplines and menus; egress profile and course load. The data analysis allows us to infer that there is an absence of deepening in the understanding of the inseparability between society and individual in the pedagogical projects, which favors dichotomous proposals that either hang for society, or for the individual. In addition to this gap, we have observed that there is also a shortage of Autism Spectrum Disorder (TEA) in the pedagogical projects which were analyzed, a fact that compromises the formation of the future teacher in general as we understand it, given the need to consolidate an inclusive education, that is more significant relating to those who will work in the future as an educational support professional. Possibly, part of this emptying of the subject within the courses can be attributed to misunderstandings or even what we call a "legal vacuum", since different official documents do not offer a single or consistent definition, in order to guide the positioning and more effective actions of the Secretariats of Education, as well as of the initial training courses.