<?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>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982025000100241</article-id>
<article-id pub-id-type="doi">10.1590/0102-469841278</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[INCLUSÃO DE ALUNOS COM AUTISMO NO ENSINO REGULAR: ANÁLISE EM UMA ESCOLA DE ENSINO FUNDAMENTAL]]></article-title>
<article-title xml:lang="es"><![CDATA[INCLUSIÓN DE ALUMNOS CON AUTISMO EN LA EDUCACIÓN REGULAR:ANÁLISIS EN UNA ESCUELA PRIMARIA]]></article-title>
<article-title xml:lang="en"><![CDATA[INCLUSION OF STUDENTS WITH AUTISM IN REGULAR SCHOOLS: AN ANALYSIS WITHIN AN ELEMENTARY SCHOOL]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SANTOS]]></surname>
<given-names><![CDATA[ANA ALICE SOUSA DOS]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[LEITE]]></surname>
<given-names><![CDATA[DANIELA SOARES]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado do Pará  ]]></institution>
<addr-line><![CDATA[Marabá PA]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>41</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982025000100241&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982025000100241&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982025000100241&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: O presente artigo consiste em uma pesquisa de abordagem quali-quantitativa, cujo objetivo é verificar como ocorre a inclusão de alunos com Transtorno do Espectro do Autismo (TEA) no ensino comum em uma escola pública do município de Marabá (PA). O trabalho parte de um referencial teórico sobre a inclusão da criança autista, abordando o papel fundamental da escola e da família para o seu desenvolvimento. Além disso, discute os desafios e a necessidade de uma formação adequada dos professores para que a inclusão ocorra de forma efetiva. Metodologicamente, foi aplicado um formulário com perguntas mistas, por meio do Google Forms, direcionado a dez profissionais da educação - entre eles, professores, gestores e coordenadores - de uma escola de Ensino Fundamental do município de Marabá/PA. A escolha pelo uso do formulário via Google Forms deveu-se ao fasto de a pesquisa ter sido realizada durante a pandemia de Covid-19. Os participantes demonstraram conhecer a temática proposta, embora ainda necessitem de cursos de capacitação e formação específica no trato com alunos autistas. Independentemente desse fator, para que haja a inclusão desses alunos no ensino comum, é preciso que haja o respeito aos limites impostos pelo transtorno, associado à utilização de recursos e estratégias pedagógicas adequadas ao atendimento do aluno com TEA. Isso porque o diagnóstico precoce, aliado à ação conjunta de outros atores envolvidos no contexto - como a escola e a família - é fundamental para que esses estudantes se sintam parte integrante da sociedade em que vivem e sujeitos de direitos, tais como educação, atendimento prioritário, assistência social, cultura, esporte, dentre outros.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: Este artículo es una investigación con enfoque cualitativo y cuantitativo, cuyo objetivo es verificar cómo ocurre la inclusión de estudiantes con Trastorno del Espectro Autista (TEA) en la educación común en una escuela pública de la ciudad de Marabá (PA). El trabajo parte inicialmente de un marco teórico sobre la inclusión de los niños autistas, además del papel de la escuela y la familia en su desarrollo, así como los desafíos y la necesidad de una adecuada formación de los profesores, para que se pueda lograr la inclusión. Metodológicamente, se aplicó un formulario con preguntas mixtas, aplicado a través de Google Forms, dirigido a 10 (diez) profesionales de la educación, siendo participantes docentes, directores y coordinadores de una escuela primaria de la ciudad de Marabá/PA. La elección de un formulario a través de Google Forms ocurrió porque se realizó durante el período de la pandemia de Covid-19. Los participantes demostraron que conocían el tema propuesto, pero aún necesitaban cursos de formación y formación específica en el trato con estudiantes autistas. Independientemente de este hecho, para que estos estudiantes sean incluidos en la educación regular, el respeto a los límites que impone el trastorno debe estar vinculado al uso de recursos y estrategias para la atención a los estudiantes con TEA, especialmente porque los beneficios de un diagnóstico temprano y de las alianzas con otros actores del ambiente escolar, así como la familia, son fundamentales para que se sientan parte de la sociedad en la que viven y agentes de derechos, como la educación, la asistencia prioritaria, la asistencia social, la cultura, el deporte, entre otros.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: The present article refers to research with a qualitative-quantitative approach, for which the aim is to verify how the inclusion of students with autism spectrum disorders (ASD) happens in common teaching at a public school in Marabá (PA) district. The work starts from a theoretical framework about the inclusion of the autistic child, and about the school and family roles in the child&#8217;s development, but also the challenges and needs of proper teacher training, in order for the inclusion to become effective. Regarding the methodological means, a survey was conducted with mixed questions, using Google Forms, aimed at 10 (ten) educational professionals, counting among them teachers, managers, and school coordinators from an elementary school in Marabá/PA district. The choice to use Google Forms was made because of the timing of the research, carried out during the Covid-19 pandemic period. The participants showed knowledge of the proposed theme, yet they still needed training courses and specific formation in dealing with autistic students. Regardless of this fact, to have the inclusion of these students in common teaching, respect for the limits imposed by the disorder should be linked to the use of resources and strategies to cater for students with ASD, especially since the benefits of an early diagnostic and partnership with other actors of the school environment, and also the family, are fundamental for them to feel as part of the society they live in, and see themselves as actors of rights, such as education, priority services, social assistance, culture, sport, among others.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Transtorno do Espectro Autista (TEA)]]></kwd>
<kwd lng="pt"><![CDATA[criança]]></kwd>
<kwd lng="pt"><![CDATA[inclusão escolar]]></kwd>
<kwd lng="es"><![CDATA[Trastorno del espectro autista (TEA)]]></kwd>
<kwd lng="es"><![CDATA[niño]]></kwd>
<kwd lng="es"><![CDATA[inclusión escolar]]></kwd>
<kwd lng="en"><![CDATA[Autism spectrum disorder (ASD)]]></kwd>
<kwd lng="en"><![CDATA[children]]></kwd>
<kwd lng="en"><![CDATA[school inclusion]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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