This work, entitled Teaching Practice and Autism: the barriers faced by teachers in their
pedagogical practices, investigated the main difficulties faced by teachers, the Emilia
Gimennez Municipal School in Castanhal. The study was based on a qualitative
approach, to the data collection was used an interview composed of twelve questions,
addressed to teachers, mediator and coordinator who had autistic students in the
classroom. The data were analyzed based on the authors who have been discussing the
inclusion of the autistic student and the training of teachers such as Bosa (2006), Cunha
(2014), Mantoan (2015), Silva (2013), Araújo 2003), among others. It was concluded
that the greatest difficulty found by teachers is the elaboration of adapted activity, which
may be a consequence of the lack of continuous training available by the Municipal
Education Network. The study also reveals that most of the time activities end up
excluding autistic students because their needs are not adequate. However, even with
difficulties, some teachers are always seeking to improve their methodologies to
minimize the difficulties of their student, whether in communication, social interaction,
reading or writing. However, poor understanding of the majority of teachers ends up
affecting the development of their students, which may contribute to the ineffectiveness
of the methodologies used in the classroom, which leads us to a reflection about the
availability of qualified teachers in the municipality of Castanhal.
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