2025-05-092025-05-092023-07-14MELO, Géssica Pinheiro. A formação do professor do ensino regular da educação de crianças do público-alvo da educação especial com Transtorno do Espectro Autista (TEA) e as práticas pedagógicas na alfabetização. Orientadora: Christianne Thatiana Ramos de Souza. 24 f. Trabalho de Conclusão de Curso (Licenciatura em Pedagogia) – Faculdade de Educação, Instituto de Ciências da Educação, Universidade Federal do Pará, Belém, 2023. Disponível em: https://bdm.ufpa.br/handle/prefix/8105. Acesso em:.https://bdm.ufpa.br/handle/prefix/8105The inclusion of students with Autism Spectrum Disorder (ASD) in regular schools is relatively recent and the subject of great discussions. Due to the specificities presented by this public and their demands in the school environment, educators question, especially, how to promote the learning and development of these subjects. The question that guided this research was, how is the training of teachers to work in the literacy process of students with Autistic Spectrum Disorder in regular education, along with the general objective of investigating the training of teachers to work with the process of literacy of students with Autistic Spectrum Disorder in the initial grades of elementary school and the specific objectives that are to know the initial training of teachers who work with the public with Autistic Spectrum Disorder (ASD) and to verify the continuing education that has been received by teachers that work with the school inclusion of this public in the initial grades of elementary school. Two regular school teachers who work with the literacy process of students with ASD participated in this study. The analyzed information was collected through interviews. The results showed gaps in the teacher's training that may have contributed to the difficulties experienced in her work with students with ASD in the classroom. Data analysis also pointed to the need for constant acquisition of knowledge to help teachers in their educational activities aimed at this public in inclusive schools. Conditions must be guaranteed for the teacher to have access to initial and continuing training that contributes to their work with students with ASD. Thus, it is necessary to invest in improving teacher training, both initial and continuing, so that it is possible to actually include students with ASD in regular schools, ensuring not only access for this group to school, but their permanence with quality.Acesso AbertoTranstorno do Espectro AutistaInclusão escolarFormação docentePráticas pedagógicasAutism Spectrum DisorderSchool inclusionTeacher trainingPedagogical practicesCNPQ::CIENCIAS HUMANAS::EDUCACAOTrabalho de Curso - Graduação - ArtigoAttribution-NoDerivatives 4.0 International