SOCIAL REPRESENTATIONS IN THE INCLUSION PROCESS OF STUDENTS WITH AUTISM SPECTRUM DISORDER

Abstract

This article sought, through the technique of Social Representations, to understand and unfold the meanings of a regular school team in the city of Itaperuna/RJ as for the method of inclusion of students with ASD, revealing the contributions and challenges in the occurrence of the inclusion process. Eleven employees participated in the study, being: 04 mediators, 03 teachers and 04 school support professionals, and data collection occurred through a semi-structured interview. The results in the interviewee's speeches evidenced the influence of contrasting paradigms, sometimes excluding, sometimes inclusive, while in the schooling process of this public, highlighting the coexistence of medicalizing practices and representations strongly anchored in medical knowledge. It is concluded that there is a need for postures that confront the naturalization of the evidenced practices, in order to effectively contribute to the accountability of the school team as a whole in the schooling process of the student with ASD, as provided in the current regulations.