Alfabetização científica e tecnológica do aluno com Transtorno do Espectro Autista (TEA) na educação infantil: contribuições da educação Ciência Tecnologia e Sociedade

Abstract

The present research aims to investigate the contribution of CTS education in the promotion of Scientific and Technological Literacy (ACT) of students with autism spectrum disorder (ASD) in early childhood education. ASD is a neurodevelopmental disorder that is characterized by deficiencies in social life, whose behavioral characteristics change according to the individual (APA, 2014). The theoretical study was based on LDB (1996), DCNEI (2010), BNCC (2018), APA (2014), Bazzo et al. (2003), Chassot (2003), Lorenzetti (2000), Silveira (2007), Delizoicov (2001), Fochi (2020), Oliveira et al. (2012) and Bardin (2011). The study was developed with a ASD student who was part of a class of the preschool segment of Kindergarten V containing 20 students. His mother and the teacher in charge of a Municipal Center for Early Childhood Education were included in the study. This is a study of applied nature with a qualitative methodological approach, in the form of a case study. The data collection techniques adopted were: observations, notes in a field diary, photos, videos and interviews. For the analysis, the content analysis proposed by Bardin (1997) was used as a theoretical basis. From the data analysis, the following categories emerged: diagnosis of ASD; the importance of dialogue between those involved; the intervention in the classroom and the application to the ASD student in relation to inclusion and their relationship with other colleagues in the classroom; action plan and evaluation of those involved. The main results showed that it is possible, from CTS education in an inclusive way, to provide a better quality of life for students with disabilities. The proposal aimed to provide an integral human education to those involved in the study, enabling them to reflect autonomously on their citizenship, as well as to contribute to an inclusive society, in which people with disabilities have an understanding of the social implications of science and technology to make more conscious and responsible decisions in their daily lives. It is noteworthy that, as a final product of the study, a Didactic Guide was prepared with themes about the Environment from the perspective of CTS education, which can be used as a suggestion to the teacher who works with ASD students. It is an easy-to-access material with suggestions for the inclusion of the ASD student in the classroom. Such a product should not be understood as a model to be followed, but as an example of how to promote ACT to the ASD student in early childhood education in an inclusive way, and thus enable scientific and technological culture through contributions from CTS education. And yet, by aligning the goals of ACT with the promotion of inclusion, it aims to contribute to the construction of a fairer society, in which all individuals, regardless of their particularities, have access to knowledge and actively participate in the world around them.