Autismo e educação escolar: uma revisão da produção científica brasileira à luz da aprendizagem dialógica

Abstract

This paper presents the results of a bibliographic search carried out on the Scientific Electronic Library Online platform, with the aim of identifying studies on the teaching and learning process of students with Autism Spectrum Disorder (ASD) in early childhood education and in the initial years of Brazilian primary education, from 2014 to 2024. The research sought to analyze and systematize evidence on the factors that have favored or disfavored the inclusion of these students, in light of the perspective of dialogic learning. The study sought to answer the following questions: what does research reveal about the inclusion of students with ASD in early childhood education and in the initial years of Brazilian primary education? Do the studies corroborate the perspective of dialogic learning or point to other approaches? What can published research contribute to the inclusion of these students in this specific context? The literature review was conducted in accordance with the methodological guidelines of “The Preferred Reporting Items for Systematic Reviews and Meta-Analyses” (PRISMA, 2020). The descriptors “autism and school education” were defined based on the Brazilian Education Thesaurus. The analysis of the data collected adopted a qualitative approach, with an emphasis on critical interpretation of the results and reflection on their implications for educational practice. With a corpus of 8 articles that met the selection criteria, the investigation revealed both advances and challenges for the inclusion of students with ASD, highlighting fundamental aspects for the promotion of quality inclusive education, which corroborate dialogic learning.