Dos documentos oficiais ao chão da escola: a formação docente em artes visuais e a inclusão de estudantes com Transtorno do Espectro Autista (TEA)

Abstract

This undergraduate thesis investigates how Visual Arts teachers in primary education in Goiânia, Brazil, understand and experience the inclusion of students with Autism Spectrum Disorder (ASD), articulating their pedagogical practices with the official documents that guide basic and inclusive education in the country. This qualitative study combined the analysis of the LDB, Law No. 12.764/2012, the Brazilian Inclusion Law (LBI), the BNCC, and the Expanded Curricular Document for Goiás with semi-structured interviews conducted with two public-school teachers. The results reveal a significant gap between legal frameworks and everyday school practices. The teachers report practices shaped by sensitivity, artistic experimentation, and respect for the singularities of students with ASD, while simultaneously facing institutional barriers, lack of specific training, and manifestations of ableism. The study demonstrates that Art Education can serve as a privileged field for fostering inclusion, creativity, experimentation with artistic techniques, and critical reflection. However, the disconnection between legislation, curricula, and school practice compromises the inclusion of students with ASD and places the burden of responsibility primarily on teachers. To consolidate inclusive practices, it is essential to align legal norms and curricula, strengthen coherent public policies, ensure continuous teacher training grounded in school realities, and establish institutional structures committed to democratic and inclusive education.