Formação docente e inclusão de alunos com transtorno do espectro autista: desafios e estratégias em uma escola que atende população rural em Santa Helena/PR

Abstract

Inclusive education in the Brazilian rural context faces specific challenges regarding the inclusion of students with Autism Spectrum Disorder (ASD). This research analyzed teachers' perspectives on the inclusion of students with ASD in a rural school, identifying challenges and training needs. The methodology was qualitative, exploratory, and cross-sectional, using semi-structured questionnaires with twelve teachers and interviews with the school management in Santa Helena, Paraná. Data were analyzed through descriptive statistics and thematic content analysis. The results revealed that none of the twelve educators considered their initial training adequate for working with students with ASD. Seven teachers reported anxiety due to lack of preparation, while nine sought training on their own initiative. Eleven teachers pointed to the lack of access to specialists as the main obstacle, and five identified specialized human support as the most vital resource. Ten educators affirmed the positive impact of their emotional involvement in the inclusion process. The research concluded that including students with ASD in rural settings requires contextualized solutions rather than the mere transposition of urban models. Teacher training emerges as an urgent need, demanding continuous investment and a restructuring of public policies to decentralize support services for rural schools.