This undergraduate thesis aims to investigate the challenges faced by Early Childhood Education teachers when teaching students with Autism Spectrum Disorder (ASD). In this regard, we highlight that ASD is a condition that alters neurodevelopmental functions, which can affect children's communication, social interaction and behavior, which demands specific strategies for the pedagogical practice. The study adopts a qualitative approach (Gil, 2002), with a case study, having teachers from a municipal school as subjects. The second stage consists of conducting interviews with teachers who teach autistic children. The results indicate the importance of ongoing training for teachers so that they can develop differentiated teaching strategies, adapting to the needs of each student. Thus, this study contributes to the understanding of the challenges faced by Early Childhood Education teachers in a school in the municipality of Humaitá-AM, showing the importance of continued training to achieve more inclusive and effective educational practices for children with ASD.
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