O desenvolvimento acadêmico de estudantes com Autismo na escola regular: as contribuições do Currículo Funcional Natural

Abstract

This research aims to evaluate the effects of using the Natural Functional Curriculum (CFN) on the academic development of students with Autism in regular schools in the Brazilian context. The study sought, through a Systematic Literature Review (SLR), to map the scientific production in intervention research that presented pedagogical activities developed with this curriculum model aimed at academic development and acquisition of concepts of daily life and practice, contributing to a schooling with more autonomy. The study was based on the assumptions of Cochrane and Campbell (2013) respecting all stages of an RSL. The analyzed texts followed the inclusion and exclusion criteria based on the elements of the acronym PICO as a strategy, which aims to assist in the research question and in the construction of the question for the bibliographic search, which for this study is elaborated as follows: Do pedagogical practices using CFN promote changes in the academic development of students with Autism included in regular school? For that, electronic searches were carried out in three databases (Google Scholar; SciElo and Eric) in the field of special education. For the search in the databases, a combination of descriptors in Portuguese and English were used: "Natural Functional Curriculum", "TEA", "Autism", "Practical Life Activity", "Daily Life Activities", and "Activity Daily Life and Practice”, using the Boolean operators represented by the connector terms AND or OR. The search was carried out considering the period between the years 2000 to 2020. The preliminary results provided a total of 289 national studies among articles, dissertations, theses, and national books. The reading of the titles and abstracts allowed the exclusion of most of the studies, considering the previously established criteria, in such a way that nine studies remained, which were later analyzed in detail, generating the inclusion of only two studies, present in the synthesis matrix. It was possible to observe the use of CFN with pedagogical practices in conjunction with other programs, improving the condition of students in the school environment, as well as promoting the generalization of knowledge acquired in the classroom to other environments. There was a scarce scientific production of studies that address the CFN methodology in intervention research that demonstrates how pedagogical activities are developed by students with ASD, suggesting further studies in the area.