ACADEMIC WORK WITH PUBLIC TARGET STUDENTS OF SPECIAL EDUCATION IN EARLY CHILDHOOD EDUCATION

Abstract

This article aims to analyze the teaching work in early childhood education, with Target audience Students of Special Education (TSSE), in common classroom, particularly in relation to students with autism spectrum disorder. For that a qualitative research was held, with the participation of a teacher of early childhood education who operates in a public school of a town in the state of Sao Paulo. To achieve the proposed objective, the teacher participated in a semi structured interview. As a result, it was found, on the inclusion of students with autism spectrum disorder, attitudinal barriers and conceptual confusions about the profile of this audience. It was detected the need for adoption of collaborative practices involving, not only the generalist teacher engaged in regular room and the expert, responsible for the provision of Educational Service Support (ESS) and the multifunctional room features, but also the school as a whole, the family and other professionals involved. There is a pressing need for discussion about the mismatch between the discourse and practice of early childhood education teachers against the inclusion of EEAP students, especially with regard to the attitudinal aspect here highlighted the contradictions about the inclusion favorability and inclusive educational practices.