Pressupostos da análise do comportamento aplicada em sala de aula: uma proposta de formação continuada para professores de educação infantil voltada ao TEA

Abstract

The present work seeks, in the assumptions of Applied Behavior Analysis (ABA), a possible approach capable of contributing to the management of inappropriate behaviors and the learning of children with Autism Spectrum Disorder (ASD). It is known that three levels of support have currently been established based on the needs that children with ASD have to carry out daily and educational activities. However, because it is a spectrum, it is possible to see different manifestations and symptoms among autistic people, so that one autistic person will never be the same as another. With regard to the educational field, this scenario brings as a challenge the need to develop pedagogical strategies and adaptations in the classroom. And this becomes more evident in the context of Early Childhood Education, where it is now possible to see this greater flow of diagnosed children. However, it is believed that one of the biggest challenges is the lack of training and educational support on autism for teachers. Given this, the general objective of this work was to propose a Continuing Training course, with the main focus being to understand the specificities of ASD children, as well as to present ABA science so that it can contribute assertively to the development of ASD children. In order to achieve this purpose, the following set of specific objectives was outlined: structuring Continuing Training with very well-founded theoretical support on ASD; present in this training the assumptions of ABA science in order to contribute to pedagogical practice in Early Childhood Education during the pre-literacy process with autistic children; propose management practices and pedagogical strategies to participants in order to contribute to the care of autistic children; use the methodology of Social Representations (RS), Discourse Analysis (DA) and the researcher teacher's field diary, compare and analyze the teachers' speeches between the beginning and end of the implementation of Continuing Training. And this, in order to evaluate signs of the scope of shared knowledge. Regarding the methodological field for data analysis, the work is based on the theoretical assumptions of qualitative research in RS and AD. To create the analytical corpus, questionnaires and the research teacher's field diary were used, contributing to a structure woven between analyzes and experience reports. The results showed the teachers' interest in learning more about the topic, the dialogues, exchange of information and answers to the proposed questionnaires revealed that the participating professionals are committed to the process that aims to provide better care for atypical children. Considering that, carrying out guided and planned interventions are more assertive with regard to the pedagogical development of the ASD child.