O ensino de física na perspectiva inclusiva e o espectro autista: possibilidades didáticas no ensino médio

Abstract

This work aims to show the need for adapted classes, reinforce the importance of teacher training, reflect on the role of the school and the importance of the physics teacher for the insertion of the autistic student in the classroom. It emphasizes the importance of the teacher in the teaching-learning process and the need for teacher training. It gives a brief contextualization about autism, in order for the reader to appropriate the theme. The study was based on theoretical sources, such as Mendes (2006), Kassar (2011), Campos (2009), Obadia (2016), Mello (2007), among other authors who investigate the theme. A bibliographic research was carried out, being a descriptive study with a qualitative approach. Having as a research instrument a semi-structured questionnaire, formed by 4 categories of analysis. The questionnaire was applied to a teacher licensed in physics who works in regular education with the presence of an autistic student. The analysis of the data collected points to the need for teacher training courses and the adaptation of content for a better socialization of knowledge in physics classes. The study of the theme, important and necessary, for inclusion in the teaching of physics stands out.