Comunicaa: proposta de formação para professoras e comunidades escolares de educação infantil

Abstract

COMUNICAA education proposal aims at promoting continued training for Early Childhood Education teachers of Specialized Educational Assistance (AEE in its Portuguese acronym) and the entire school community to promote inclusion of children with Autism Spectrum Disorder (ASD) through Augmentative and Alternative Communication (AAC). This proposal results from the master’s research entitled Augmentative and Alternative Communication and Autism Spectrum Disorder: a training proposal for Early Childhood Education teachers and school communities, carried out in the Municipal Education Network of Dias d’Ávila and implemented as a pilot project in a Municipal Early Childhood Education Center in Salvador (BA). The initiative demonstrated positive impacts, highlighting the importance of continuing education for inclusive pedagogical practices to become effective. Based on the concept that inclusion requires collective involvement, the proposal highlights the relevance of AAC in interaction, autonomy and development of children with ASD, as well as the need to expand the dialogue between professionals and families. Its objectives include providing reflections on AAC as an inclusion resource, promoting communication and participation of children with ASD, supporting the evaluation and implementation of AAC resources, and strengthening collaboration in school communities. Methodology is dynamic, flexible and adaptable to real demands, prioritizing active listening, dialogued exposure and practical experiences focusing on topics such as inclusion, accessibility and pedagogical practices aimed at children with ASD. Activities are planned throughout the school year, aligned with school routines and integrated into strategic moments, such as pedagogical days and parent meetings, to encourage continuous and collaborative participation. Furthermore, the training proposes cycles carried out in groups of schools, enabling exchanges between teachers and strengthening the sense of community. Unlike practices that treat disability or resources as determinants, the proposal emphasizes the role of interactions, games and experiences as central elements in the child development process. Therefore, COMUNICAA presents itself as an invitation to the collective construction of inclusive practices, valuing diversity and promoting the protagonism of children with ASD in Early Childhood Education.