INCLUSION AND SOCIAL INTERACTION IN THE EARLY YEARS OF ELEMENTARY SCHOOL: NEUROTYPICAL STUDENTS' PERCEPTIONS OF THE PRESENCE OF AUTISM SPECTRUM DISORDER AT SCHOOL IN LIGHT OF THE 2030 AGENDA

Abstract

The study proposed here addresses the theme of school inclusion and aims to present the final results of qualitative master's research in education regarding the perceptions of neurotypical children concerning inclusion, interaction, and coexistence with peers with Autism Spectrum Disorder (ASD) during the early years of elementary education in a Brazilian school. It is grounded in neurodiversity paradigms and Target 4.a of SDG 4 (UN Agenda 2030), which recommends the creation of inclusive and participatory educational environments. The study was guided by the following question: how do neurotypical students understand, interpret, and reframe their peers' schooling process? Methodologically, an exploratory-analytical qualitative approach was adopted, utilizing semi-structured interviews with 11 neurotypical students—aged 7 to 10—at a municipal public school in the interior of São Paulo state. The analysis identified three key categories: (1) mediation and welcoming; (2) valuing the subjective interests of the classmate with Autism Spectrum Disorder; and (3) critical awareness regarding prejudice against inclusion as a structural barrier. The results reveal significant positive perceptions but also indicate gaps in the school inclusion process. The study concludes that school inclusion requires systematic pedagogical interventions and awareness-raising initiatives involving the entire school community.