Produção de sentidos sobre a escolarização de alunos com transtorno do espectro autista na perspectiva das mães

Abstract

This master's research investigates the meanings, historically constituted within social relations, present in family discourses about the schooling of children with Autism Spectrum Disorder (ASD). The study aims to understand how these meanings are produced and resignified in the interactions between family and school, considering the concrete conditions of schooling and the contradictions that permeate the guarantee of the right to education. The specific objectives include analyzing the meanings constructed by caregivers, discussing the conceptions present in their discourses, and understanding the schooling processes of children with ASD, especially during the transition from Early Childhood Education to Elementary School, identifying family strategies for access to and permanence in school. This research is situated within a context of the growing centrality of autism in the educational field, articulated with political, legal, and scientific debates, and marked by processes of judicialization and pathologization. It is grounded in historical-cultural theory, based on Lev Vygotsky, mobilizing the concept of meaning, as well as in historical-dialectical materialism, which enables the analysis of contradictions and values the protagonism of families. A qualitative approach is adopted, with semi-structured interviews conducted with four caregivers. The results indicate that mothers attribute an expanded role to the school, although this role is tensioned by social contradictions, revealing challenges in the educational trajectories of students with ASD and family strategies of resistance. These findings highlight the urgency of public educational policies that ensure families receive the necessary support for life. It is concluded that the discourse of these mothers is marked by historical and political tensions that express the struggle for a purported school inclusion shaped by class disputes and contested social meanings.