Autismo e ensino de ciências: revisão de literatura a partir de trabalhos publicados no ENPEC 2021 e 2023

Abstract

This Final Course Paper (FCP) investigates inclusive educational practices for students with Autism Spectrum Disorder (ASD) in the teaching of Science and Biology, based on the analysis of 15 articles published in the proceedings of the National Meeting on Research in Science Education (ENPEC) in the years 2021 and 2023. The research used the Textual Discursive Approach (TDA) to categorize the main themes addressed, highlighting situations that emerge in teaching for students with ASD, the subjective experience of these students, the use or absence of visual resources that facilitate learning, and the role of public policies in the appropriate teacher training for inclusion. the results highlight the importance of adapted materials, intentional methodologies and the appreciation of the uniqueness of students, emphasizing that effective inclusion depends on the commitment of educators, active listening to students and the strengthening of social relationships in the school environment. this study reinforces the urgency of sensitive and integrated pedagogical practices that promote autonomy, protagonism and integral development of students with asd.