<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062025000100118</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v35.n.69.s17717</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Condições de ensino para crianças com autismo na região metropolitana de Recife: evidências a partir dos microdados do censo escolar]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching situation for children with autism in Recife metropolitan area: evidence from school census microdata]]></article-title>
<article-title xml:lang="es"><![CDATA[Condiciones de enseñanza para niños con autismo en la región metropolitana de Recife: evidencias desde de microdatos del censo escolar]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferraz]]></surname>
<given-names><![CDATA[Renata Freitas da Silva Ordonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Xavier]]></surname>
<given-names><![CDATA[Leonardo Ferraz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cavalcante]]></surname>
<given-names><![CDATA[Ticia Cassiany Ferro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal de Pernambuco  ]]></institution>
<addr-line><![CDATA[Recife Pernambuco]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal Rural de Pernambuco  ]]></institution>
<addr-line><![CDATA[Recife Pernambuco]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade Federal de Pernambuco  ]]></institution>
<addr-line><![CDATA[Recife Pernambuco]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>35</volume>
<numero>69</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062025000100118&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062025000100118&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062025000100118&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O quantitativo de estudantes com transtorno do espectro autista (TEA) nas redes escolares de Pernambuco parece ter tido um aumento significativo de acordo com o relato de gestores de algumas redes de ensino. A pesquisa objetiva investigar as condições de infraestrutura, os perfis profissionais e as práticas pedagógicas encontradas por crianças com TEA matriculadas nas redes pública e privada de ensino da Região Metropolitana de Recife-PE (RMR). Além de percorrer a conceituação do transtorno e identificar, na literatura, recomendações de condutores de ensino e aprendizagem para esse público, o trabalho examina comparativamente os microdados do Censo Escolar referentes aos anos de 2010 e 2020, com procedimentos de análise quantitativa sobre características de atendimento escolar e infraestruturas ofertadas ao público estudado. Mesmo com os avanços observados nesse período, os resultados apontam para consideráveis melhorias a perseguir. Nesse sentido, os avanços devem contemplar a ampliação de práticas como atendimento educacional especializado (AEE) e atividades complementares, bem como a promoção de cursos de formação continuada junto a docentes, tanto na rede pública, quanto na rede privada, além de melhorias de infraestrutura, sobretudo na rede pública.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The number of students with autistic spectrum disorder in Pernambuco's school networks seems to have had a significant increase, according to the report of managers of some school networks. The research aims to investigate the infraestructure conditions, professional profiles, and pedagogical pratices found by children with Austism Spectrum Disorder enrolled in the public and private school systems in Recife Metropolitan Area, Brazil. The study defines the disorder and identifies recommendations on teaching-learning processes for these children, and comparatively examines the School Census microdata for the years 2010 and 2020, with quantitative analysis procedures on the characteristics of educational services and infrastructure provided to the studied population. Despite the advances observed in this period, the results indicate that there are many improvements to be applied. Thus, advances should include the expansion of pratices such as specialized educational service, complementary activities, promotion of continuing teacher training, both in the public and private sectors, and infraestructure improvements, espacially in the public sector.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La cantidad de estudiantes con trastorno del espectro autista (TEA) en los sistemas escolares de Pernambuco parece haber tenido un aumento significativo, según informe de los gestores de algunas redes de enseñanza. La investigación tiene como objetivo investigar las condiciones de infraestructura, los perfiles profesionales y las prácticas pedagógicas encontradas por niños con TEA matriculados en las redes pública y privada de enseñanza de la Región Metropolitana de Recife, Brasil. Además de conceptualizar el trastorno e identificar, en la literatura, recomendaciones de impulsores de enseñanza y aprendizaje para este público, el trabajo examina comparativamente los microdatos del Censo Escolar de los años 2010 y 2020, con procedimientos de análisis cuantitativo sobre las características de atendimiento escolar y la infraestructuras proporcionadas a la población estudiada. A pesar de los avances observados en este período, los resultados apuntan para múltiples mejoras para perseguir. En ese sentido, los avances deben incluir la ampliación de prácticas como la asistencia educativa especializada y actividades complementarias, así como la promoción de cursos de formación continua de docentes, tanto en la red pública como en la privada, además de mejoras de infraestructura, sobretodo en la red pública.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação especial]]></kwd>
<kwd lng="pt"><![CDATA[Transtorno do espectro autista]]></kwd>
<kwd lng="pt"><![CDATA[Educação infantil]]></kwd>
<kwd lng="pt"><![CDATA[Microdados]]></kwd>
<kwd lng="en"><![CDATA[Special education]]></kwd>
<kwd lng="en"><![CDATA[Autism spectrum disorder]]></kwd>
<kwd lng="en"><![CDATA[Child education]]></kwd>
<kwd lng="en"><![CDATA[Microdata]]></kwd>
<kwd lng="es"><![CDATA[Educación especial]]></kwd>
<kwd lng="es"><![CDATA[Transtorno del espectro autista]]></kwd>
<kwd lng="es"><![CDATA[Educación infantil]]></kwd>
<kwd lng="es"><![CDATA[Microdados]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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