Os efeitos da pandemia de Covid-19 na escolarização de estudantes com Transtorno do Espectro Autista: uma análise bibliográfica (2020-2023)

Abstract

This study addresses the issue of knowledge production regarding the schooling of students with Autism Spectrum Disorder (ASD) during the COVID-19 pandemic (2020-2023). The objective is to understand the obstacles the COVID-19 pandemic created in this schooling process, investigating the main difficulties faced in the school context, their repercussions on pedagogical practices, and the possibilities for transformation and learning that emerged in this scenario. This is a qualitative bibliographic research study, in which the BDTD and CAPES databases were used for analysis, with the following descriptors: "schooling ASD pandemic" and "schooling autism pandemic." It should be emphasized that only the abstracts of the papers were read due to lack of time for a complete reading. A total of 39 papers were found, 22 in the BDTD database and 17 in CAPES. However, 10 of these were repeated across the databases, with only one occurrence of each being considered to avoid duplication, totaling 29 verified works. It is clear that the majority of the works are dissertations. Furthermore, 27 works were produced at public universities, demonstrating the need to defend free, high-quality public education. The Southeast region produced the most works due to the country's largest concentration of universities. The specific topics addressed were: teacher training, life history and school trajectory, pedagogical practices, teaching-learning processes, and technologies, with a greater emphasis on pedagogical practices, that is, how teachers and education professionals dealt with the COVID-19 pandemic. Regarding the level of education, most works did not specify the level studied, but early childhood education and more than one level were highlighted. The same occurred with the theoretical basis: 20 works did not specify their bases; those that did were divided between the historical-cultural aspects of human development and Freirean pedagogy. Regarding methodological approaches: 15 studies did not specify their approaches; among those that did, qualitative approaches, which are common in education, stood out. Regarding methodological procedures, case studies stood out. Consider that social inequality is one of the main factors that shaped emergency remote learning. Despite all the challenges of the COVID-19 pandemic, several actions and strategies were created to maintain the educational process involving students with ASD, with research playing an important role in this process.