A inclusão do aluno autista na Educação Profissional e Tecnológica: desafios e perspectivas

Since the 1990s, the discussion on the school inclusion of Special Education students students in the Special Education Target Group (PAEE) in schools has gained ground in Brazilian educational legislation. Since then, this topic has generated sparked debates regarding the effective implementation of regulations that make this purpose feasible. Despite this, considering inclusion within the context of schools remains a major challenge. Throughout history, concepts surrounding concerning autism have evolved, especially when analyzing issues related to etiology, diagnostic criteria, the conceptualization of support levels, and scientifically proven treatments are analyzed. In light of such this context, the present study had, as a wider aim, aimed to investigate the foundation of educational practices for the inclusion of autistic students in Professional and Technological Education. The main aims specific objectives were: (i) to describe and analyze teachers’ understanding of autism and the plural nature of the disorder (behavioral, educational, and social) in the Integrated High School at the a selected campus of the Federal Institute of Minas Gerais (IFMG); (ii) to list the needs of the Center for Assistance to People with Educational Needs Support Center for Students with Specific Educational Needs (NAPNEE) for the inclusion of autistic students; (iii) to describe autism and its specificities in a complete comprehensive and updated way to spread knowledge to teachers; (iv) to develop, validate, and implement an educational product (Podcast) focused on aimed at teacher training and enhancing pedagogical practices in the inclusion of autistic students in Professional and Technological Education (PTE), aiming at promoting a more equitable education adapted to the specific needs of these students. As a methodological approach, this research was applied, exploratory, and mixed-methods (qualitative and quantitative). Therefore, techniques such as The bibliographic, documentary, and case study techniques were employed . Data were collected through semi-structured interviews and questionnaires and they were interpreted based on the theoretical framework. It was found that the participating teachers had limited knowledge about the particularities specifics of autistic students, facing challenges in their educational practices, and that the NAPNEE has been meeting the demands of these students, although the sector shows some vulnerabilities weaknesses. Therefore, it is concluded that the institution still has a way to go in improving and strengthening Inclusive Education with a focus on the pedagogical support for autistic students.