Afetividade na inclusão: desafios e reflexões na prática docente com estudantes portadores do Transtorno do Espectro Autista (TEA)

Abstract

This work aims to reflect on the importance of affectivity in the school inclusion of students with Autism Spectrum Disorder (ASD) and the challenges faced by teachers during the teaching-learning process. The methodology used was a bibliographic review of authors who discuss inclusion, affectivity, and pedagogical practices aimed at students with ASD. As a result, it can be observed that affectivity plays a crucial role in creating a welcoming environment conducive to the development of individuals, thus directly contributing to their socialization and learning. It is concluded that teacher training and the adoption of more humanized pedagogical strategies are fundamentally important for ensuring inclusive and equitable education