Pesquisa bibliográfia: Autismo e inclusão na Educação Infantil

Abstract

In Brazil, national legislations, anchored in the paradigm of School Inclusion, affirm that it is the right of every child to have access to quality kindergartens and preschools that promote their integral development. Despite such legal precepts, the inclusion of children with autism in Early Childhood Education is still challenging and little investigated and problematized in the scientific field. In this scenario, the objective of this work was to conduct a survey and analysis of national scientific productions on the inclusion of children, identified as Autism Spectrum Disorder, in Early Childhood Education, in dialogue with historical-cultural psychology. The survey was carried out from July 2017 to August 2018, in the Virtual Library in Health-Psychology, with a view to the selection of scientific articles, in the Portuguese language, online version and published in the period from 1996 to 2018. From the qualitative analysis of the collected articles (n = 10,204), few studies on the subject were identified (n = 14) and the following categories were constructed for treatment and presentation of the material: 1) conceptualization of Autism; 2) experiences and development of the child with autism; 3) process of interaction and mediation in the teacher-child relationship; 4) proposals for the care and education of children with autism. The data of this study indicated variability in the definition of autism and in children's school experiences, and pointed out the relevance of investments in the teacher-child relationship and in multiprofessional interventions. The research indicates the need for new research, exploring other aspects related to the theme, such as the structural and organizational conditions of schools and the contribution of inclusive public policies in Early Childhood Education.