Vozes autistas: processos de inclusão/exclusão escolar

Abstract

The inclusion of autistic individuals in schools remains a significant challenge in many contexts. In response to this, the concept of inclusion in education seeks to minimize exclusionary pressures with the goal of promoting participation, learning, and the development of all individuals. Aiming to contribute to education from an inclusive perspective, this study’s main objective was to investigate and analyze the potentially inclusive/exclusive processes within the context of Basic Education for autistic individuals, based on their own accounts. This qualitative study employed the Life History method, using open-ended remote interviews. The research subjects and protagonists were eight autistic individuals, aged between 20 and 37, of various genders. Data analysis was conducted through content analysis, with categories distributed across three thematic axes: Schooling Trajectories, Pedagogical Processes, and Relationships. We sought to move beyond the view of autism as a deficit, recognizing it as an integral part of the identity of the subjects, and reinforcing the fact that all participants in the study identified themselves as autistic individuals. Based on the analysis of their school experiences, the results highlighted that their educational experiences were permeated by several barriers that hindered their participation, development, and learning. The accounts of their schooling trajectories revealed critical aspects that shaped their experiences, highlighting both positive aspects and challenges. Interaction with the school structure often presented barriers, requiring individual adjustments. The notion of difference and the construction of identity influenced self-perception and social relationships. Academic performance was impacted by the accommodations and support received, or by their absence. Sensory, emotional, and environmental challenges also emerged as crucial factors affecting their well-being and learning. Regarding pedagogical processes, the accounts highlighted both positive experiences of acceptance and adequate practices, as well as moments of difficulty and lack of understanding or preparedness from teachers. These accounts underscore the importance of the teacher as a mediator in the teaching-learning process for autistic students. In this sense, curricular accessibility, welcoming environments, and flexible strategies that consider individual needs are fundamental to envision an inclusive perspective. In terms of relationships, school is viewed through a dichotomy: on one hand, it is seen as a social space that enabled the creation of interpersonal relationships and the development of social skills; on the other hand, it was marked by significant socialization difficulties due to numerous reported barriers, such as bullying, ableism, stigma, labels, and stereotypes, often resulting in exclusion. Based on the challenges reported by autistic individuals regarding their schooling process, the need for school restructuring becomes evident, adopting an inclusive perspective as a guiding principle for actions and reflections. In this sense, schools must take responsibility for meeting the educational demands of all students, promoting participation, learning, and integral development.