O aluno autista e o ensino de ciências por atividades investigativas nos anos iniciais: vivências, desafios e conquistas

Abstract

The present research concerns the learning of autistic students in Science classrooms and the general problem of investigating the limits and possibilities of learning by autistic students, based on the model of investigative activities, which is based on the premise of Autonomy, Protagonism and Argumentation. This is a qualitative research, initially a bibliographic review, in order to explore what the theoretical principals understand as Autism Spectrum Disorder (ASD) and the specificities in learning through non-Scientific research activities. Subsequently, a case study was carried out with three autistic children, enrolled in the second year of Fundamental Education at a Municipal School in the Municipality of Toledo, in the State of Paraná. The actions of children in Science classrooms were observed for four months and recorded in the ship's log. For data analysis, the Content Analysis was used, proposed by Badin (2011) and the categories that constituted the central axis of this research were: Autonomy, Protagonism and Creativity; Participation, Engagement and Curiosity; Social Interaction and Communication Skills; Argumentation and Hypothesis Raising and Emotional and Cognitive Self-Regulation. It is evident that, through potentially investigative activities in Sciences, we present significant challenges for children with autism, especially by requiring skills such as Autonomy, Protagonism, Social Interaction and Communication, and Self-Regulation. Likewise, moments of curiosity for concrete subjects, engagement in practical activities and commitment to tasks, indicate that, if measured with sensitivity, intentionality and adaptation to the singularities of each subject, we can contribute to more effective participation in this teaching model, enabling more inclusive practices and more meaningful learning.