PRINCÍPIOS POLÍTICOS: CIDADANIA COMO EIXO PARA O PLENO DESENVOLVIMENTO DE PESSOAS COM AUTISMO

Abstract

This article investigates the effectiveness of the human right to education for people with Autism Spectrum Disorder (ASD), analyzing how school education promotes the full development of these individuals. It is based on an excerpt from a dissertation, derived from a case study conducted in a municipal school in Barreiras, Bahia, which offers the initial grades of Elementary Education. Data analysis was conducted using Bardin's content analysis method (2016), with categories based on political principles, subdivided into codes and subcodes. The instruments used were semi-structured interviews and school documents related to the teaching and learning process, through data triangulation. The discussion is framed around Paulo Freire's theory, interacting with authors who discuss autism and school education. The results indicate that, although there are policies and guidelines aimed at the inclusion of students with ASD and the school's practices are directed towards this goal, the implementation of these rights faces significant challenges. Among the main obstacles are the effective participation of the family, which is limited due to work schedule issues, and the students' access to a multidisciplinary team and/or their continuous presence in the school. This study shows that the education offered by the school is moving towards inclusion, but there is a need to improve the pedagogical work to ensure the students' exercise of citizenship, respecting their limits to fully develop their potential.