Políticas públicas de inclusão e a escolarização de pessoas com Transtorno do Espectro Autista (TEA): perspectivas histórico-políticas do município de Duque de Caxias/RJ

Abstract

This dissertation chose as a research the challenges of inclusion and schooling of people with Autism Spectrum Disorder (ASD) in the city of Duque de Caxias, having as methodological theoretical reference to Critical Theory. The aim of the project was to characterize the inclusion of students with Autism Spectrum Disorder (TEA) in the area of the history of the special specialization policy in the municipality of Duque de Caxias / RJ; characterize as historical-political paths of education in the scope of inclusion of students with Autism Spectrum Disorder (TEA); the supporters of the students of education including the students of Autistic Spectrum Disorder (TEA); the stratégies of constitution and education teaching with the Autism Spectrum Disorder (TEA); The school is made up of teachers, teachers, academics, among others, and teachers of elementary education, training, elementary education, and the teaching of students with Autism Spectrum Disorder (TEA). The reflections on these goals were made mainly with the ideas of barbarism, debarbarisation, conscientization and emancipation of Theodoro Adorno. Also contributed to the analysis of this research authors as: Damasceno, Bueno, Glat, Mazzotta, Sassaki, Gandin and Panek, Andrade, Mendes, among others. Law 13,146 / 2015 and Law No. 1264/2012 were present in this study, among other legislations. The research was carried out in schools of the municipal network with teachers who work with students with ASD in special classes and in regular teaching groups. The research was conducted through semi-structured interviews and characterization questionnaires with teachers. The results of the research reveal that the guiding paradigm was not related to the form of schooling but to the teaching practice and that the inclusion and schooling of the person with ASD faces great challenges and lack of educational policies elaborated and implemented so that the students have their specificities respected and are not in a pseudo inclusion