A silenciada inclusão escolar de pessoas com deficiência (autismo) sob um olhar cultural

Abstract

Through state-of-the-art of academic texts, we seek to assess the meanings of citizenship and cultural emancipation that accompany educational actions with autistic students in school environments. Faced with a human condition of its own and a situation of biological incompleteness, one wonders how the integrative and equity proposals in force in the political field of inclusive education follow. A documental approach is configured that guides the gains and barriers present in teaching, in relation to autistic subjects. With regard to the human sense of the school and the transformative character of school and pedagogical initiatives, vigilance is required and sometimes renunciation to the dimensions represented by herapeutic diagnostics. In this sense, we aim to understand how an universalist anthropological dimension that sustains human rights of people with disabilities is capable of configuring an expressive symbolic effectiveness of its own contrast to the exercise of public education policies.