People have names: autistic students on their school journey from Basic Education to University
Autistic Student; School Inclusion; Subjectivity; Diagnosis; Subjective Productions
Approximately 20 years ago, Brazil began the process of school inclusion, which, nowadays, is present in various Brazilian educational institutions. Inclusion is a provocative principle to these institutions by bringing previously excluded people and their singularities into educational contexts. The presence of autistic students in educational institutions competes with their diagnosis process. This research project aims to understand the subjective productions generated by autistic students in their schooling process up to university based on their experiences. The work uses González Rey's Theory of Subjectivity as a theoretical basis in dialogue with authors who address the themes of autism, the inclusion of autistic students, and inclusive schools/universities. The constructive-interpretive methodology will be used, based on the principles of Qualitative Epistemology in which knowledge production is understood in a singular and dialogical way between researcher and participants, conceiving them as subjects of this process. A research diary will accompany the following research procedures: participant observation, written productions, and conversational and digital dynamics. Participants are high school and undergraduate autistic students in the context of how they experience their transition to higher education.