<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1413-6538</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Especial]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. bras. educ. espec.]]></abbrev-journal-title>
<issn>1413-6538</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Pesquisadores em Educação Especial - ABPEE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-65382019000400729</article-id>
<article-id pub-id-type="doi">10.1590/s1413-65382519000400012</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Experiências Acadêmicas de Estudantes Universitários com Transtornos do Espectro Autista: uma Análise Interpretativa dos Relatos]]></article-title>
<article-title xml:lang="en"><![CDATA[Academic Experiences of University Students with Autism Spectrum Disorders: an Interpretative Analysis of Report]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[OLIVATI]]></surname>
<given-names><![CDATA[Ana Gabriela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[LEITE]]></surname>
<given-names><![CDATA[Lucia Pereira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Emory University Marcus Autism Center ]]></institution>
<addr-line><![CDATA[Bauru São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Unesp Programa de Pós-Graduação em Psicologia do Desenvolvimento e da Aprendizagem Departamento de Psicologia]]></institution>
<addr-line><![CDATA[Bauru São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidade Estadual Paulista Faculdade de Ciências Departamento de Psicologia]]></institution>
<addr-line><![CDATA[Bauru São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2019</year>
</pub-date>
<volume>25</volume>
<numero>4</numero>
<fpage>729</fpage>
<lpage>746</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382019000400729&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382019000400729&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382019000400729&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Diante do crescente índice de adultos com Transtornos do Espectro Autista (TEA) que ingressam na universidade, este estudo buscou descrever a experiência acadêmica de seis estudantes, com esse diagnóstico, regularmente matriculados em uma universidade pública no estado de São Paulo. Foram realizadas entrevistas individuais que buscaram identificar tópicos relacionados ao ingresso na Graduação, permanência, acessibilidade, relacionamentos e sugestões de melhorias no contexto universitário. Pautado nos preceitos da Psicologia Histórico-cultural, utilizou-se da análise qualitativa dos relatos, em especial dos Núcleos de Significação, que se constituiu no estabelecimento inicial de pré-indicadores, seguido pela aglutinação desse conteúdo em indicadores, e a construção dos núcleos de significação. Como resultados, foram verificadas pobres experiências interacionais durante o Ensino Básico. Na universidade, as controvérsias entre o interesse pela Graduação e o despreparo do contexto universitário apareceram como fatores geradores de angústia e ansiedade associados às barreiras de permanência e à necessidade da conclusão do curso no prazo regulamentar. Identificou-se a necessidade de ajustes tanto no âmbito singular quanto no contexto social acadêmico, com destaque para a participação de estudantes com TEA, que ainda é pouco debatida e reconhecida, e para as adaptações ao meio, que recaem majoritariamente ao sujeito, na contramão dos preceitos da inclusão educacional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: Given the growing rate of adults with Autism Spectrum Disorders (ASD) entering university, this study sought to describe the academic experience of six students with this diagnosis, regularly enrolled in a public university in the state of São Paulo. Individual interviews were conducted to identify topics related to undergraduate entry, permanence, accessibility, relationships and suggestions for improvements in the university context. Based on the precepts of the Historical-Cultural Psychology, we used the qualitative analysis of the reports, especially the core of meaning, which constituted the initial establishment of pre-indicators, followed by the agglutination of this content into indicators, and the construction of the Core of Meaning. As a result, poor interactional experiences were verified during Basic Education. At the university, the controversies between interest in undergraduate studies and lack of preparation in the university context appeared as factors that generate anguish and anxiety associated with barriers to permanence and the need to complete the course within the regulatory period. It was identified the need for adjustments both in the singular and in the academic social context, with emphasis on the participation of students with ASD, which is still little debated and recognized, and the adaptations to the environment, which fall mainly to the subject, against the precepts of educational inclusion.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Autismo]]></kwd>
<kwd lng="pt"><![CDATA[Transtorno do Espectro Autista]]></kwd>
<kwd lng="pt"><![CDATA[Universidade]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão]]></kwd>
<kwd lng="pt"><![CDATA[Deficiência]]></kwd>
<kwd lng="en"><![CDATA[Autism]]></kwd>
<kwd lng="en"><![CDATA[Autistic Spectrum Disorder]]></kwd>
<kwd lng="en"><![CDATA[University]]></kwd>
<kwd lng="en"><![CDATA[Inclusion]]></kwd>
<kwd lng="en"><![CDATA[Disability]]></kwd>
</kwd-group>
</article-meta>
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<person-group person-group-type="author">
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<person-group person-group-type="author">
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<given-names><![CDATA[L. S]]></given-names>
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<article-title xml:lang=""><![CDATA[Thinking and speech]]></article-title>
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<name>
<surname><![CDATA[R. Rieber]]></surname>
<given-names><![CDATA[A. Carton]]></given-names>
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<source><![CDATA[The collected works of L. S. Vygotsky]]></source>
<year>1987</year>
<page-range>39-285</page-range><publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Plenum Press]]></publisher-name>
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</article>
