Autism and subjectivity in the construction of inclusive pedagogical practices

Abstract

Consideration of the discourses present in the recent school inclusion of autistic people in formal education is the central objective of this article, which relies on empirical research with early childhood education teachers to analyze the impasses and inventions carried out with their autistic students. Taking as an epistemological measure prior to analysis the importance of considering subjectivity in autism, in addition to necessary practices to compensate for typical paths of socialization, interaction and interests, the authors discuss inclusive culture, pedagogical practices and teaching ethics, in the expectation that the The work of including autistic people in regular schools is work that has recently begun in historical terms in Brazil and still lacks systematization.