Percepção discente de licenciandos da pedagogia para a inclusão escolar de crianças com TEA

Abstract

This study aimed to analyze the contributions of initial teacher education in Pedagogy in preparing educators for pedagogical practice with students with Autism Spectrum Disorder (ASD). Grounded in the observation that initial teacher training still presents significant gaps in preparing educators to act within inclusive contexts, this research sought to identify the formative experiences, perceived challenges, and student suggestions to improve this process. The investigation adopted a qualitative, exploratory approach, utilizing an electronic questionnaire with open- and closed-ended questions administered to 49 undergraduate students at a Higher Education Institution in the State of São Paulo. Data analysis, conducted through content analysis, yielded eight thematic categories: “Academic profile and formative experiences”; “Initial training on ASD and Inclusive Education”; “Integration of theory and practice”; “Knowledge and use of pedagogical strategies”; “Conceptions of inclusion and schooling”; “Faced and perceived challenges”; “Feelings about teaching readiness”; and “Suggestions for teacher education.” The results indicated that, although inclusion is valued by future teachers, initial training still offers limited depth on ASD, demonstrates weak integration between theory and practice, and insufficiently addresses the affective and ethical dimensions of teaching. Furthermore, undergraduates reported feelings of insecurity and unpreparedness regarding the demands of inclusion, yet demonstrated a willingness for continuous learning and provided valuable suggestions for course enhancement. Recommended actions include strengthening the curriculum with dedicated courses, embedding inclusion cross-curricularly, encouraging practical workshops and interdisciplinary partnerships, and expanding experiences in real-world inclusive settings. It is concluded that ensuring initial teacher education aligned with the principles of equity and inclusion is an urgent and essential challenge for building democratic and humanizing schools. This study provides insights for discussions on teacher education policies and points toward pathways for future research in the field.