AFFECTIVITY AND SCHOOL INCLUSION OF CHILDREN WITH AUTISM SPECTRUM DISORDER IN EARLY CHILDHOOD EDUCATION: THEORETICAL CONTRIBUTIONS TO MEANINGFUL LEARNING

Abstract

The school inclusion of children with Autism Spectrum Disorder (ASD) has become one of the main contemporary discussions in the educational field, especially regarding the construction of pedagogical practices capable of ensuring not only access, but also permanence, participation, and meaningful learning of these students within the school context. In this scenario, affectivity emerges as a fundamental element of educational relationships, directly influencing the cognitive, emotional, and social development processes of children in Early Childhood Education. This article aims to analyze the importance of affectivity in the school inclusion process of children with Autism Spectrum Disorder, discussing its contributions to meaningful learning in Early Childhood Education. This is a qualitative bibliographic study developed through the analysis of books, scientific articles, legal documents, dissertations, and theses published between 2010 and 2025, in Portuguese, English, and Spanish, related to inclusive education, affectivity, and Autism Spectrum Disorder. As inclusion criteria, academic productions that directly addressed affectivity in inclusive pedagogical practices and its contributions to the development of meaningful learning in children with ASD were selected. Studies that did not present a direct relationship with the investigated theme, duplicated productions, and works without consistent scientific foundation were excluded. The results show that pedagogical practices based on sensitive listening, welcoming, bond-building, and respect for singularities favor the integral development of children with ASD, strengthening their participation in school activities and expanding their learning possibilities. It is concluded that affectivity constitutes a structuring dimension of inclusive pedagogical practice and an indispensable element for consolidating a more human, equitable, and inclusive education.