FORMAÇÃO DE EDUCADORES PARA A HUMANIZAÇÃO DA PRÁXIS E INCLUSÃO DAS CRIANÇAS AUTISTAS

Abstract

The teacher represents an important element for the accomplishment of the educational action capable of responding to the needs and expectations of learning of all students. The objective of this study is to reflect on the process of training educators based on a humanized praxis and favorable to school inclusion of autistic children in the context of regular education. Autism is among the global developmental syndromes, compromising the so-called triad composed of social interaction, communication and imaginative ability, such subjects need differentiated ways to learn. The discussions of this study are based on the bibliographical research, based on the thinking of renowned authors in the subject, among which: Sassaki (1997) argues that the school inclusion is an important step for the realization of the right to learning; Camargo and Bosa (2009) explain the characteristics presented by autistic subjects; Pinheiro (2010) states that the knowledge that permeates special education should be part of the curriculum of the courses aimed at training educators. It is concluded that teacher knowledge represents a vital element for the construction of a humanized praxis aimed at the school inclusion of autistic children.