Ensino de Ciências e evasão escolar: o contexto dos alunos com transtornos do espectro autista

Abstract

The following work aimed to analyze the conditions of inclusion and dropout of students with ASD (Autistic Spectrum Disorder) in the context of science teaching, using the document and content analysis to understand the format and curriculum of teaching sciences as being likely or not to worsen the dropout percentage of these students. Of that In this way, the statements of the teachers participating in the questionnaire made available were analyzed, in a regression to their training needs, seeking to understand their understanding of the importance of teaching science to ASD students, the application of content and its curriculum, and the real intentionality of the concept of inclusion involved in this context. For such, During this study, a specific municipal network in the interior of the state of São Paulo, responsible for providing data relating to enrollment and making questionnaires available to elementary school II teachers, working in science teaching. Therefore, the following work was submitted for approval by the ethics, in order to use data collection instruments in a qualitative way, and interpretative, seeking to fulfill its objectives, from these and data collection bibliographic data previously collected. It was hoped that this work would assist in proposals and strategies within the scope of science teaching, so that it is constructive and effective in the educational process of ASD students, as well as warning about the loss in inclusion process when there are no actions to keep these students, specifically in elementary education, thus making it incomplete and ineffective, and more specifically attribute the need for new academic productions from the perspective of teaching science in an inclusive context, aiming for approaches that seek to bring each increasingly of the transformative character, which must be inherent to the educational system.