Políticas públicas educacionais na formação de docentes de educação física para o atendimento de alunos com Transtorno do Espectro Autista (TEA)

Abstract

Teachers are primarily responsible for transmitting knowledge and skills, in addition to playing a crucial role in the social, emotional and cognitive development of students. This training from an inclusive perspective is intrinsically related to the educational policies implemented in a given context. Therefore, the objective of this work is to explore the importance of teacher training in the field of physical education, focusing on inclusive education and the inclusion of students with Autistic Spectrum Disorder (ASD). Emphasizing that teachers play a fundamental role in the quality of education and in the development of students, and that the training of these professionals is crucial to guarantee an inclusive education. We also highlight the relevance of educational policies in the teacher training process, emphasizing that such policies can significantly influence the content, implementation and resources available for training. In that way, the work proposes to examine how public policies can contribute to the training of physical education teachers, especially with regard to the inclusion of students with ASD. It is widely recognized that reforms in public education policies in Brazil, implemented in recent years, have emphasized the importance of teacher training and teaching practices. However, even in this scenario, the school still faces significant challenges in fully fulfilling this mission. Teachers often remain reluctant to incorporate new inclusive practices into their classrooms, highlighting the pressing need to invest in the ongoing training of educators to overcome these barriers.

Keywords: training; autism; inclusion; educational policies; teaching.