A inclusão de alunos autistas em um CMEI em Manaus: repensando as práticas na escola

Abstract

The school is characterized as an important space for the development of social and cognitive skills in children, including neurodivergent students. Given this context, this study investigated the importance of pedagogical practices for student formation, as well as their implementation for Inclusive Education. This is a qualitative, exploratory research that seeks to characterize the reality of a Municipal Early Childhood Education Center (CMEI) in Manaus, located in the Central Amazon mesoregion in Manaus (AM), through the understanding of teaching methods and pedagogical concepts surrounding the educational institution. Participants included early childhood education teachers who had neurodivergent students enrolled in their classes. It was evidenced that the first feelings to emerge in the teachers were fear and insecurity. After the adaptation period, these feelings changed, transforming into challenges and confidence in their work. Regarding pedagogical practice, it was found that the teachers made pedagogical adaptations according to the characteristics of each student, leading to significant learning and critical reflection on the difficulties faced daily in the educational environment in Manaus.