Trabalho colaborativo entre o professor de AEE e o professor de ciências na perspectiva de inclusão escolar de alunos com Transtorno do Espectro Autista

Abstract

This dissertation aimed to analyze the relationship between the Science Education teacher and the Specialized Educational Service teacher - AEE, who are directly teaching in the classroom with the student who presents Autism Spectrum Disorder - TEA, aiming at Collaborative Work and inclusive, based on works done by authors such as: Volkmar; Wiesner (2019), Schmidt (2012), Grandin & Johnon (2006), Delizoicov et al. (2011), Vygotsky (2005), Orrú (2007), Macedo (2005), Machado (2019), Araruna (2018), among others. The methodology of the research, in the qualitative approach, was the research-intervention, having as basis the one approached by Damiani et. al (2013), seeking to understand the importance of collaborative work between Science and ESA teachers, outlined in an empirical and non-experimental way. For data collection, instruments were applied, such as: participant and non-participant observations, semi-structured interviews, collective planning of a didactic unit and logbook. Content analysis was used for data analysis, based on Bardin (2011). The subjects primarily involved in the present study were the teacher of the Science discipline and the teacher of ESA, also counting on the participation of the student with ASD, who was configured as a link between both teachers in the collaborative work, aiming at the collective participation of these professionals, in the planning and organization of a teaching unit on the theme of the human body, more specifically, the digestive system, this applied in the inclusive class of 8th grade, in which the student with ASD was part. This theme, worked in a broader way beyond the anatomical and physiological aspects, requires the perception of feelings, sensations and dialogues between students, which can cause strangeness for the student ASD, which needs to be considered in its uniqueness. This research was carried out from March 2019 until November 2020, the results of which showed the real relevance of these cooperative and collaborative actions, especially considering the Pandemic period and its new challenges. It was noticed the participation and involvement of all the research subjects, during the study period. Due to the covid-19 scenario, the difficulties observed by the subjects, made collaborative work more intense and productive, as was reported by them during the interviews and observations observed throughout the study. From this, an e-book was produced, presenting reading suggestions on Collaborative Work, Universal Design of Learning, the educational reality resulting from Covid-19, and educational practices aimed at Science Teaching.