A INCLUSÃO ESCOLAR DE ESTUDANTES AUTISTAS NAS AULAS DE ENSINO RELIGIOSO NAS ESCOLAS DE VILA VELHA-ES

Abstract

This professional master's degree research in Religious Sciences investigates the school inclusion of autistic students in Religious Education classes in schools in Vila Velha-ES. The research seeks to answer the following problem question: what are the greatest difficulties faced by teachers of the Religious Education Curricular Component, when it comes to the inclusion of students with Autism Spectrum Disorder (ASD) in the classroom? The general objective of the research is to investigate and understand the curricular methodology of the Religious Education Curricular Component, in the context of the Special Education modality, to make it possible for students with ASD to learn curricular content, especially in the initial years (1st to 5th year) of Elementary School. To carry out this research, we used bibliographic and documentary methodology and an exploratory case study. The research concludes that teachers of the Religious Education Curricular Component suffer from gaps in the school environment, the absence or little continued training and the fragmented workload. It is necessary to break with fragmentation and develop content and teaching methodologies at school collectively, building inclusion processes for all students, in their diversity. In this sense, some pedagogical instruments and methodological strategies for teaching Religious Education are suggested as a product of the research, aiming at the inclusion of students with ASD.