INCLUSIVE EDUCATION OF STUDENTS WITH ASD: TEACHER CHALLENGES AND EMANCIPATORY PRACTICES IN THE BRAZILIAN SEMIARID REGION

Abstract

This article sought to identify the main challenges to consolidating inclusive and emancipatory pedagogical practices aimed at the schooling of autistic students in the context of the Brazilian Semi-Arid region. To this end, a narrative literature review was conducted, grounded in the assumptions of critical phenomenology, selecting scientific productions available on Google Scholar using the descriptors inclusive education, inclusion of autistic individuals, and semi-arid region. The analysis of the studies allowed for an understanding of the specificities of school inclusion in this region, as well as the factors that influence the effectiveness of inclusive educational practices. The results showed that, despite advances in legislation and public policies aimed at inclusion, challenges persist related to initial and continuing teacher training, insufficient pedagogical resources, structural limitations of schools, and the need to strengthen an inclusive school culture. The importance of contextualized pedagogical practices, capable of valuing the sociocultural and environmental specificities of the Semi-Arid region and promoting the effective participation of autistic students, was also highlighted. It is concluded that building an inclusive and emancipatory education requires investments in teacher training, strengthening educational policies, and developing practices committed to equity, diversity, and social transformation.