Concepções de professores sobre o ensino de crianças autistas: Uma revisão de literatura

Abstract

The school inclusion of students with Autism Spectrum Disorder (ASD) represents a right guaranteed by national and international legislation, but its implementation still faces numerous challenges in educational practice. Among these challenges, the conceptions that teachers hold about autism and the teaching-learning process stand out, as they directly influence the pedagogical strategies adopted and the effectiveness of inclusion. The discrepancy between legal precepts and the actual conditions of classrooms highlights the need to better understand teachers’ perceptions to address the obstacles that compromise the learning and participation of these students. Given the increasing inclusion of students with specific needs and the central role of the teacher as a mediator of the educational process, understanding teachers’ conceptions is essential to support public policies, continuing education programs, and pedagogical practices that are more effective and aligned with the needs of students with ASD. Moreover, understanding these perceptions can contribute to the development of more inclusive and welcoming school environments. Therefore, this study seeks to answer the research problem: What are the main conceptions of teachers about the teaching of children with Autism Spectrum Disorder present in the national and international scientific literature published between 2018 and 2023, and how are these conceptions related to the pedagogical, methodological, and inclusive practices discussed in the literature? This study aimed to analyze the national and international scientific production published between 2018 and 2023 that addresses teachers’ conceptions about the education of autistic children. The study employed a qualitative approach, structured as an exploratory literature review, using databases such as ERIC, Scopus, PsycArticles (APA), and Scielo. Selection and exclusion criteria were applied to the works. The extracted data were organized into predefined categories of analysis, as well as categories that emerged from the material analyzed. The studies revealed that, although there is a general tendency toward positive attitudes regarding school inclusion, teachers face significant shortcomings in their initial and continuing education to serve students with ASD. Difficulties were also noted in mastering and applying evidence-based pedagogical practices, as well as the lack of adequate technical and institutional support. Many pedagogical practices remain grounded in personal conceptions, lacking scientific foundation and specific planning. Collaboration with families and professionals from other areas, although recognized as fundamental, is still insufficiently explored and structured. The analysis indicates that the inclusion of students with ASD goes beyond merely complying with legislation, requiring continuous investment in teacher training, technical support, and the construction of a school culture that is genuinely inclusive and respectful of diversity. The lack of teacher preparation generates insecurity, limits the adoption of effective pedagogical strategies, and compromises the educational outcomes of students. Family participation and interdisciplinary action are key elements for the success of the inclusion process but are still insufficiently integrated into school practices. The study concludes that, despite advances in valuing inclusion and recognizing the central role x of teachers, important gaps persist regarding specific training, effective pedagogical practices, and institutional support for the school inclusion of students with ASD. It is recommended that future research incorporate different actors involved in the educational process, such as family members and administrators, and evaluate the effectiveness of training programs and public policies to strengthen the school inclusion of students with ASD.