Papel do professor na inclusão de crianças autistas na escola: uma discussão à luz da psicanálise

Abstract

The present research has psychoanalysis as its theoretical basis, interfacing with the field of education, and aims to understand the process of school inclusion of students with autism, focusing on the role of the teacher and the possible difficulties faced in this process. For this purpose, a theoretical research was carried out based on an integrative literature review from a psychoanalytic perspective. The chosen texts are predominantly from the last five years in order to bring in a more contemporary debate, especially based on the ideas of Maria Cristina Machado Kupfer. The review allowed the understanding of the history of the diagnosis of autism, the difference in diagnosis in psychoanalysis and psychiatry; the transition from special education to inclusive education and the importance of inclusion for all students; the role of the teacher in inclusion is highlighted as the main responsible for learning, but not as the only professional responsible for inclusion. It can be seen that inclusion laws have advanced in recent years, which is important for guaranteeing rights for children with autism. At the same time, teachers seem to find inclusion difficult, since learning takes place through contact with the student's subjectivity, and there is no pre-established approach