Narrativas de sujeitos autistas sobre experiências na formação básica: contribuições para a Psicologia Escolar e Educacional

Abstract

This study aimed to understand how the narratives of autistic individuals about their experiences in basic education reveal challenges, subjective meanings, and possibilities for school inclusion within the field of School and Educational Psychology. This is a qualitative, bibliographic study based on the analysis of the autobiographies of Temple Grandin and Ido Kedar, autistic authors who describe their school trajectories through experiences marked by exclusion, silencing, as well as by recognition and positive mediation. The analysis of the narratives showed that the difficulties faced by these individuals cannot be explained solely by the characteristics of autism, but are deeply related to pedagogical practices, institutional expectations, and the forms of mediation present in the school context. The results indicate that school inclusion becomes effective when there is an assumption of competence, attentive listening to autistic voices, and recognition of the diversity of ways of learning and communicating. It is concluded that the narratives of autistic individuals constitute an important source of reflection for School and Educational Psychology, as they contribute to the development of more ethical, sensitive, and inclusive practices in the school environment.