COMO ADEQUAR O ENSINO RELIGIOSO À APRENDIZAGEM DE PESSOAS AUTISTAS NO ENSINO FUNDAMENTAL I

Abstract

The general objective of the study is to analyze the role of the teacher when working with autistic people. In this context, the justification of the research lies in the fact that it shows that early diagnosis is the first great instrument of education, which makes the teaching role fundamental, since it is at School age, when children’s social interaction is intensified, which is possible to perceive with greater clarity behavioral singularities. Until the beginning of 2013, the manuals on which professionals used to diagnose were the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) and the International Classification of Diseases (ICD-10). There is, therefore, the need to verify the role that teachers have been playing in favor of the development of subjects with high disabilities in the classroom. The methodology was the bibliographic research, on the interaction between religious education and the role of the teacher when dealing with the autistic and a field research with 31 teachers from the Municipal Network of Vila Velha, ES. The conclusions showed that there are no specific methodologies or techniques for teaching students with autistic spectrum, but there are great learning opportunities, but rather great learning possibilities. But teaching does not need to be centered on formal functions and on the limits pre-established by the school curriculum. The school needs to relate to the reality of the student in order to intervene in their reality. No one knows the qualities of a student or his work better than a good teacher.