Sequência didática inclusiva sobre os reinos moneras, protoctistas e fungos para turma com estudante autista: relato de experiência

Abstract

Autism Spectrum Disorder (ASD) is a condition that compromises the way individuals are and lives, and may involve difficulties in language, communication, as well as restricted and repetitive behaviors and interests. In this context, the importance of meaningful learning and the essential role of the teacher in adapting the teaching process is emphasized, aiming at understanding the contents and the inclusion of students with ASD. This paper presents an experience report, with a qualitative approach, which describes the application of an adapted didactic sequence in the discipline of Science, in a class of the 7th grade of Elementary School of a public school in the city of Itiúba-BA. The proposal was prepared based on semi-structured interviews with the pedagogical coordination, the regent teacher, the teacher of the Specialized Educational Service (AEE) and the mother of the student with ASD, in addition to observations in the classroom. The didactic sequence was built considering the level of learning, abilities and difficulties of the student with ASD, with the objective of promoting their active participation, stimulating reasoning and favoring interaction with colleagues. The results showed that the use of active methodologies contributed to greater involvement and learning of both students with ASD and other students. It is concluded that it is essential to train teachers to use inclusive strategies that value all students in their singularities