<?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>S1413-65382021000100410</article-id>
<article-id pub-id-type="doi">10.1590/1980-54702021v27e0028</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Empatia Afetiva e Cognitiva no Transtorno do Espectro Autista (TEA): uma Revisão Integrativa da Literatura]]></article-title>
<article-title xml:lang="en"><![CDATA[Affective and Cognitive Empathy on the Autism Spectrum Disorder (ASD): An Integrative Literature Review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ROZA]]></surname>
<given-names><![CDATA[Sarah Aline]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[GUIMARÃES]]></surname>
<given-names><![CDATA[Sandra Regina Kirchner]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af2">
<institution><![CDATA[,Doutoranda e Mestra em Educação na linha Processos Psicológicos em contextos Educacionais pela Universidade Federal do Paraná (UFPR) Psicóloga pela Universidade Tuiuti do Paraná (UTP). Licenciada em Letras Português-Inglês pela Universidade Tecnológica Federal do Paraná (UTFPR) Professora de Língua Portuguesa no Colégio da Polícia Militar do Paraná (COM)]]></institution>
<addr-line><![CDATA[Curitiba Paraná]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Professora permanente do Programa de Pós-Graduação em Educação da Universidade Federal do Paraná (UFPR) Psicóloga pela Pontifícia Universidade Católica do Paraná (PUCPR). Mestra em Educação pela Universidade Federal do Paraná (UFPR) Doutora em Psicologia Escolar e do Desenvolvimento Humano pela Universidade de São Paulo (USP)]]></institution>
<addr-line><![CDATA[Curitiba Paraná]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>27</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382021000100410&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382021000100410&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382021000100410&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A literatura vem apontando um crescente interesse pelos estudos sobre como a empatia, em seus componentes cognitivo e afetivo, desenvolve-se em pessoas com Transtorno do Espectro Autista (TEA). Assim, esta revisão integrativa da literatura teve o objetivo de investigar a empatia, em seus componentes cognitivo e afetivo, em indivíduos com TEA e fatores associados. Para isso, efetuou-se uma busca por artigos científicos nas bases de dados PubMed, ERIC e PsycINFO. Adotaram-se as palavras-chave e marcadores booleanos Autism [or] ASD (Autism Spectrum Disorder) [and] Empathy. Como resultado, foram recuperadas 180 publicações, das quais 26 foram analisadas. Os critérios de inclusão foram estudos empíricos &#8211; correlacionais e de intervenção &#8211; que abordassem as relações entre empatia e TEA, indexados nas bases de dados aqui mencionadas entre os anos de 2005 e 2020. As categorias resultantes da análise foram: empatia afetiva e cognitiva, diferenças associadas ao gênero na empatia e diferenças associadas à idade e ao Quociente de inteligência(QI) em pessoas com TEA. Verificou-se que a empatia cognitiva, que envolve a inferência de emoção do estado mental de outra pessoa, pode ser reduzida em pessoas com TEA, enquanto a empatia afetiva, que se refere à capacidade de compartilhar a emoção dos outros, não apresenta déficit. Além disso, alguns estudos apontaram para a importância do ensino de responsividade empática em crianças com TEA. Contudo, não foram encontrados artigos em bases brasileiras sobre o tema, assinalando uma importante lacuna de pesquisas sobre a empatia em pessoas com autismo no cenário nacional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Literature has shown a growing interest in studies on how empathy, regarding its cognitive and affective components, can be developed in people with Autism Spectrum Disorder (ASD). Thus, this integrative literature review aimed to investigate empathy, in its cognitive and affective components, in individuals with TEA and associated factors. For this, a search for scientific papers was carried out in the PubMed, ERIC, and PsycINFO electronic databases. The keywords and Boolean operators Autism [or] ASD (Autism Spectrum Disorder) [and] Empathy were adopted. As a result, 180 publications were found, and 26 were analyzed. The inclusion criteria were empirical pieces of research &#8211; correlational and intervention &#8211; that addressed the relationship between empathy and ASD, indexed in the databases already mentioned between 2005 and 2020. The categories resulting from the investigation were: affective and cognitive empathy, gender differences in empathy, and differences related to age and Intelligence Quotient (IQ) in individuals with ASD. The studies showed that cognitive empathy, which involves the inference of emotion from another person&#8217;s mental state, can be reduced in people with ASD, while affective empathy, which refers to the ability to share the emotions of others, does not suffer the same deficit. In addition, some studies have pointed to the importance of teaching empathic responsiveness in children with ASD. No studies were found in Brazilian databases on the topic, signaling an important research gap on empathy in people with autism on the national scene.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Autismo]]></kwd>
<kwd lng="pt"><![CDATA[Empatia]]></kwd>
<kwd lng="pt"><![CDATA[Empatia afetiva]]></kwd>
<kwd lng="pt"><![CDATA[Empatia cognitiva]]></kwd>
<kwd lng="en"><![CDATA[Autism]]></kwd>
<kwd lng="en"><![CDATA[ASD]]></kwd>
<kwd lng="en"><![CDATA[Empathy]]></kwd>
<kwd lng="en"><![CDATA[Affective empathy]]></kwd>
<kwd lng="en"><![CDATA[Cognitive empathy]]></kwd>
</kwd-group>
</article-meta>
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