Práticas pedagógicas para crianças autistas na educação infantil: um estudo bibliográfico

Abstract

This research aims to understand the pedagogical practices developed for autistic children in the context of early childhood education, through a bibliographic study. Grounded in the theoretical assumptions of Vygotsky and his ollaborators, the study sought to analyze six previous works related to the theme. With a bibliographic and qualitative approach, the research was structured around the following categories of analysis: the main characteristics of children with Autism Spectrum Disorder (ASD); the pedagogical practices that contribute to the development of children with ASD and the inclusive pedagogical practices used by teachers in early childhood education; the bond between teacher and child in the inclusion process of autistic children in early education; and the pedagogical practices developed in Specialized Educational Support directed toward autistic children in early childhood education. The findings highlight the need for adaptation of materials and school routines so that the child feels like a fundamental part of the process. Furthermore, the study emphasizes the importance of investing in visual resources and play-based activities in daily practice, as well as building a solid affective bond between teacher and child. Additionally, it reinforces the need for continuous training and specialization in the field of Special Education, so that teachers understand the specific needs of each child, intentionally plan their activities, and are able to promote inclusion by looking beyond the clinical perspective and focusing on each child’s potential