<?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>S1413-65382025000101003</article-id>
<article-id pub-id-type="doi">10.1590/1980-54702025v31e0326</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O Público-Alvo da Educação Especial Confrontado pela Economia do Autismo1]]></article-title>
<article-title xml:lang="en"><![CDATA[The Target Group of Special Education Confronted by Economy of Autism]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[FREITAS]]></surname>
<given-names><![CDATA[Marcos Cezar de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São Paulo (Unifesp) Departamento de Educação ]]></institution>
<addr-line><![CDATA[Guarulhos São Paulo]]></addr-line>
<country>Brasil</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>31</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382025000101003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382025000101003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382025000101003&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Este artigo analisa situações em que as matrículas de crianças diagnosticadas com Transtorno do Espectro Autista (TEA) no Atendimento Educacional Especializado (AEE) ensejaram manifestações de familiares favoráveis à incorporação de pressupostos da análise comportamental às rotinas planejadas para o público-alvo da Educação Especial. O texto analisa a busca por argumentos em defesa do caráter pedagógico do AEE que docentes fizeram, acompanhando a produção do Parecer nº 50, de 5 de dezembro de 2023, do Conselho Nacional de Educação, com a expectativa de obter bases conceituais para fazer contraponto aos questionamentos. Metodologicamente, com pesquisa etnográfica, foram utilizados excertos de manifestações registradas em caderno de campo para demonstrar argumentos de ambas as partes. A pesquisa que fundamenta este artigo foi desenvolvida em escolas municipais da cidade de São Paulo e de cidade vizinha, pertencente à sua região metropolitana. Como base teórica, usa-se a categoria &#8220;economia do autismo&#8221;, de Grinker (2019), para explicar contradições no processo de questionamento que ora se multiplica, e a antropologia dos experts, de Boyer (2008), é utilizada para expor a dinâmica de troca de informações entre familiares e docentes. Na conclusão, o artigo indica que o AEE tem sido desestabilizado por essa economia do autismo, que confronta os princípios que organizam o público-alvo da Educação Especial, evocando a singularidade do TEA.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: This article analyzes situations in which the enrollment of children diagnosed with Autism Spectrum Disorder (ASD) in Specialized Educational Services (SES) prompted expressions from family members in favor of incorporating principles of behavioral analysis into the routines planned for the Special Education Target Group. It also examines the teachers&#8217; search for arguments in defense of the pedagogical nature of SES, as they followed the development of Opinion no. 50, dated December 5, 2023, issued by the Brazilian National Education Council, with the expectation of finding conceptual foundations to counter these challenges. Methodologically, based on ethnographic research, excerpts from statements recorded in a field notebook were used to present arguments from both sides. The research underlying this article was carried out in public schools in the city of São Paulo, Brazil, and in a neighboring municipality within its metropolitan region. Theoretically, the category of the &#8220;autism economy,&#8221; as proposed by Grinker (2019), is employed to explain contradictions in the increasingly widespread questioning process, and Boyer&#8217;s (2008) anthropology of experts is used to reveal the dynamics of information exchange between family members and teachers. In conclusion, the article indicates that SES has been destabilized by this autism economy, which confronts the principles structuring the Special Education Target Group by evoking the singularity of ASD.]]></p></abstract>
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<kwd lng="pt"><![CDATA[Autismo]]></kwd>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Expertise]]></kwd>
<kwd lng="pt"><![CDATA[Educação inclusiva]]></kwd>
<kwd lng="en"><![CDATA[Autism]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Expertise]]></kwd>
<kwd lng="en"><![CDATA[Inclusive education]]></kwd>
</kwd-group>
</article-meta>
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