Banca de DEFESA: JOAQUIM DE SOUZA JÚNIOR

Weavings in Inclusion: Freirean Epistemology as a Basis for Inclusive Teaching Practices with Students with Autism Spectrum Disorder

School Inclusion; Autism Spectrum Disorder (ASD); Paulo Freire; Freirean Epistemology; Teaching Praxis

This dissertation, titled Weavings in Inclusion: Freirean Epistemology as a Basis for Inclusive Teaching Practices with Students with Autism Spectrum Disorder, aims to investigate how Paulo Freire’s epistemology—particularly the concepts of praxis, limit-situation, and the viable unheard-of—can support teachers in developing inclusive pedagogical practices for students with Autism Spectrum Disorder (ASD) in Basic Education. The study is grounded in the premise that school inclusion is a complex and multidimensional process that requires the integration of pedagogical, social, cultural, and historical perspectives. Drawing on a qualitative approach inspired by the dialectics of Historical-Cultural Psychology, the research seeks to weave a dialogue between theory and practice, analyzing how Freirean pedagogy can contribute to overcoming the barriers faced by students with ASD in school contexts. The methodology includes semi-structured interviews with teachers, participant observation in classrooms, and document analysis conducted in six public schools in the Federal District, encompassing different educational levels and socioeconomic contexts. Data analysis will be carried out through a dialectical perspective in order to understand the social, cultural, and historical interactions that shape the process of school inclusion. This study aims to contribute to the development of more inclusive and equitable pedagogical practices aligned with the principles of Freire’s liberating and transformative education. Expected outcomes include the identification of teaching strategies that foster active participation and meaningful learning for students with ASD, as well as reflections on the challenges and possibilities of school inclusion from a Freirean perspective. The dissertation is organized into five sections, which cover the theoretical foundations of Freirean pedagogy, the historical and contextual dimensions of inclusion, and the analysis of teaching practices, culminating in reflections on the future of inclusive education. The study concludes that Freirean epistemology offers a powerful theoretical and methodological framework for the construction of a genuinely inclusive education—one that recognizes and values the singularities of each learner, fostering social transformation and human emancipation.