Inclusão escolar de estudantes com Transtorno do Espectro Autista na escola pública: entre a legislação e a prática Educacional

Abstract

This article analyzes the relationship between Brazilian inclusive educational legislation and everyday practices in public schools, focusing on the inclusion of students with Autism Spectrum Disorder (ASD). This qualitative research, of a bibliographic and documentary nature, seeks to understand the challenges faced by teachers and the institutional conditions that affect the implementation of legally guaranteed rights. The study also discusses the teacher’s role as a mediator of inclusion, highlighting both possibilities and limitations within the school context. The results indicate a significant gap between legal norms and the reality of pedagogical practices, emphasizing the need for teacher training and more effective public policies.