Reflexões sobre o Ensino de Artes e o trabalho de inclusão de estudantes autistas

Abstract

The present monography exposes the Visual Arts work developed with an Autistic child enrolled in Elementary School I, at João XXIII Application College of the Federal University of Juiz de Fora, during the Teaching Residency Program. For that, we first seek to reflect about the concepts and legislation that permeate the trajectory of Arts Education in Brazil. The goal was to try to understand the paths and mistakes that have permeated this area of knowledge for several decades before Arts gets recognized as a mandatory component in the Curriculum with it’s respective modalities, namely, Visual Arts, Dance, Music, and Theater. In a second moment, we present the achievements that led to the concept of Inclusive Education, allowing the coexistence and social integration of students with special educational needs, and thus favoring diversity in the regular School. Currently, much is discussed about Inclusive Education; however, it is not enough to simply insert these students into common classrooms, it is necessary to create conditions so that everyone can develop their skills regarding the teaching and learning process, and for that to happen, we must train professionals who work directly with these subjects. In this sense, to help reflect on this theoretical path, we present an experience report, seeking to describe the main interventions performed, the challenges, and the obtained results from the contact and monitoring of this Autistic child during Visual Arts classes.