Ensino de Ciências: estratégias metodológicas voltadas para alunos com Transtorno do Espectro Autista em tempos de pandemia

Abstract

The present dissertation was built as a requirement for the Master's Course of the Postgraduate Program in Science and Mathematics Teaching at the Federal University of Pelotas, seeking to investigate which resources and methodological strategies are being used by science teachers from the municipal network of the city of Pelotas. Pelotas during remote classes aimed at students with Autism Spectrum Disorder who attend the final years of Elementary School. The choice for the theme is due to the current context of the pandemic of the new coronavirus, which led schools to abruptly suspend their face-to-face activities indefinitely, also considering the difficulties of teachers in adapting materials for remote classes aimed at students with Autism Spectrum Disorder. In the course of the research, it was possible to discuss topics such as: ASD History, Diagnosis and clinical characteristics of ASD, Autism Spectrum Disorder and Learning, Science Teaching aimed at individuals with Autism Spectrum Disorder and the educational inclusion of students with ASD in the midst of the new coronavirus pandemic. To carry out this investigation, we opted for a quantitative-qualitative research characterized as exploratory descriptive, having as data collection instruments closed and semi-structured questionnaires made available in virtual form by Google forms that were answered by science teachers of the final years. of Elementary School in the municipal network of Pelotas. Therefore, the investigation is justified, the results of which showed the need for support and support for teachers in their practices, which generated a pedagogical support notebook as a product, as a possibility to assist Science teachers in the process of inclusion and student learning with ASD inserted in classes of the final years of the public school system.