Ensino de ciências na educação infantil: contribuições para o desenvolvimento de crianças com Transtorno do Espectro Autista (TEA) em uma perspectiva inclusiva

Abstract

This research had as main objective to build and to analyze an inclusive pedagogical proposal, based on Science Teaching Units for Early Childhood Education, guided by the human development theory proposed by Bronfenbrenner and by the Early Intervention principles, having as subjects two students with ASD from different classes of a School of Early Childhood Education in the city of Pelotas/RS. The research was developed based on a documentary analysis that enabled studies without requiring direct contact with the research subjects, due to COVID-19 pandemic. Coming near a qualitative approach, it allowed a closer relation between the researcher and the respondents, even with Social Isolation contact was maintained through social networks. The documentary analysis associated with the qualitative approach allowed the obtaining and interpretation of descriptive data, without looking for exact data, but analyzing\\ specific situations of the investigated context. The most appropriate methodology for this work was the case study, allowing us to deepen the studies in two distinct profiles, beyond the wide and detailed knowledge, through the specificities of each research subject, analyzing the students in a systemic way, observing the contexts where they are inserted, and enabling results in the form of suggestions or hypotheses and not as a closed and completed study. The theoretical framework of this research was also based on other similar studies that deal with approximate themes, and in authors such as Almeida (2000, 2009, 2011), Rodrigues (2000), Rodrigues, Seixas and Piscalho (2017), Serrano, Pereira and Carvalho (2003), Serrano and Pereira (2011), Serrano (2012) and Serrano and Luque (2015), and the relevant legislation of each country (Brazil-Portugal), which guide and ensure Inclusive Practices in Education. In data treatment, a descriptive analysis was used, taking theoretical contributions, EI practices, Human Development Theories and practices aimed at Science Teaching in Early Childhood Education that contribute to the respondents’ development in an effective way into account. The elaboration of the inclusive pedagogical proposal, based on the analyses carried out in the data collection instruments, indicated that the themes explored in the different Teaching Units can be good alternatives to work on alternative communication, scientific concepts, citizenship practices, and autonomy. It is considered that it is possible with quite different Didactic Units, due to the singular and individualized cognitive processes and the needs and specificities reported by the families, to contemplate the diversities and needs of the other students in the inclusive classroom.