2025-11-252025-11-252025-10-14SOUZA, Leilyanne Oliveira de. Práticas pedagógicas de professoras e a inclusão de estudantes autistas em uma escola da rede municipal de Capanema-Pará. Orientadora: Carolline Septimio Limeira; Coorientadora: Letícia Carneiro da Conceição. 2025. 28 f. Trabalho de Curso (Licenciatura em Pedagogia) – Faculdade de Educação, Polo Capanema, Campus Universitário de Bragança, Universidade Federal do Pará, Capanema-PA, 2025. Disponível em: https://bdm.ufpa.br/handle/prefix/8844. Acesso em: .https://bdm.ufpa.br/handle/prefix/8844This Undergraduate Thesis aims to analyze whether the pedagogical practices of teachers promote the inclusion of autistic students in the Early Years of Elementary School at EMIF Terezinha de Jesus Sousa, in Capanema-PA, Brazil. The specific objectives are to describe the most common pedagogical practices adopted by teachers for the inclusion of autistic students and to explore the challenges faced by teachers in implementing inclusive pedagogical practices. The choice of the topic arose from the lack of accessibility in the high school attended by the author and was reinforced by her experience as an educational caregiver intern, which sparked her interest in autism. The guiding research question was: how do teachers’ pedagogical practices promote or hinder the inclusion of autistic students in Elementary School? To achieve the objectives, the research adopted a qualitative approach, conducted through field study, using semi-structured interviews as the data collection instrument. The theoretical framework was based on authors discussing the topic, such as Camargo and Bosa (2009), Veltrone and Mendes (2007), Suplino (2009), and Mantoan (2003), who advocate for broad inclusive education that transforms schools to meet the needs of all students. The findings indicated that the difficulties faced by teachers can be overcome through in-class support and activity adaptations that consider students’ interests, leading to significant progress, increased participation, and the initial effective process of inclusion. These practices were observed at EMIF Terezinha de Jesus Sousa, partially promoting the inclusion of autistic students.Acesso AbertoPráticas pedagógicas inclusivasAutismoEnsino FundamentalInclusão escolarInclusive pedagogical practicesAutismElementary EducationSchool InclusionCNPQ::CIENCIAS HUMANAS::EDUCACAOTrabalho de Curso - Graduação - MonografiaAttribution-NonCommercial-NoDerivs 3.0 Brazil