O ENSINO RELIGIOSO E O OS AUTISTAS: APRENDIZAGEM NO ENSINO FUNDAMENTAL ANOS FINAIS

Abstract

This dissertation investigates the intersection between religious education and the learning of autistic students in elementary school, highlighting the importance of inclusive and adaptive pedagogical strategies. Intelligence, which involves thinking, learning and adapting, presents specific challenges for children with mental disabilities, including autism, characterized by difficulties in social interaction, communication and behavior. Education, which promotes intellectual, emotional and social changes, must consider the needs of these children, especially in the context of religious education, which deals with cultural beliefs, values and practices. The research is based on professional experiences and the growing inclusion of students with disabilities in schools, where inclusive education faces the challenge of promoting equal opportunities. The qualitative methodology adopted involves bibliographic review, document analysis and case study, seeking to develop effective pedagogical practices. The results indicate that curricular adaptations, use of appropriate teaching materials and integration of assistive technology are essential to facilitate the learning of autistic students. Collaboration between educators and health professionals is essential to create an educational environment that fully meets the needs of these students, promoting meaningful and inclusive learning, which contributes to the formation of spiritual identity and the global development of autistic students.