<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022023000100685</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634202349257162</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O aluno que desconcerta: autistas no ensino regular]]></article-title>
<article-title xml:lang="en"><![CDATA[The disconcerting student: autistic children in regular schooling]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Munimos]]></surname>
<given-names><![CDATA[Silvia Szterling]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Mato Grosso do Sul  ]]></institution>
<addr-line><![CDATA[Paranaíba MS]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>49</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022023000100685&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022023000100685&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022023000100685&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este é um estudo de caso sobre inclusão escolar de alunos do Transtorno do Espectro do Autista (TEA) no âmbito de uma escola pública de educação básica vinculada à faculdade de educação de uma universidade pública. Pretende apresentar momentos paradigmáticos de dois processos de inclusão que contrastam com um cenário geral no qual esses alunos são via de regra, relegados ao ostracismo, isto é, são excluídos do interior da própria escola. A pesquisa teve início em 2019 e estendeu-se até 2021, em meio a observações contextualizadas desses estudantes, análise de suas produções em sala de aula e respectivos planos de ensino individualizados, acompanhamento das reuniões pedagógicas de discussão dos casos e depoimentos de educadores. Os dados foram analisados à luz de conceitos-chave nascidos no encontro dos campos da psicologia e da psicanálise com a educação, notadamente os de &#8220;sujeito do conhecimento&#8221; e &#8220;sujeito do inconsciente&#8221;. Seus resultados apontam para a necessidade de considerar a inclusão de estudantes do TEA no ensino regular - simultaneamente em termos de aprendizagem escolar e enlaçamento social - atribuindo, por exemplo, significação social a suas idiossincrasias. Em outras palavras, pretende considerar a verdade do desejo desses sujeitos bastante comprometidos em sua estruturação psíquica e, simultaneamente, sua maneira própria de pensar e apreender a realidade objetiva. Afinal, em se tratando de inclusão na escola, é imprescindível levar em consideração as práticas de ensino e aprendizagem que são sua própria razão de ser. O estudo conclui pelo necessário investimento do coletivo dos educadores na factibilidade da inclusão desses alunos e, por se tratar de processos radicalmente singulares, adverte para a impossibilidade de generalizá-los em nível macrossocial. Ou seja, apenas no caso a caso é possível avaliar o sucesso ou fracasso relativos da escolarização de estudantes do TEA na classe comum, o que não impede por outro lado o apontamento de algumas diretrizes gerais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This is a case study on the school inclusiveness of students with Autism Spectrum Disorder (ASD) conducted within a public basic education school, linked to the education college of a public university. It is intended to present paradigmatic moments of two processes contrasting with an overall scenario in which such students are, as a general rule, relegated to ostracism, that is, they are excluded from within the school itself. The study took place from 2019 through 2021 and included: contextualized observation of the students, analysis of their classroom productions and their respective individual study plans, attendance to pedagogical meetings where cases were discussed, and teachers´ testimonies. Data were analyzed in the light of key concepts arising from the intersection of the fields of psychology and psychoanalysis with education, namely the concepts of &#8220;subject of knowledge&#8221; and &#8220;subject of the unconscious&#8221;. The results point to the need to consider the inclusion of ASD students into regular schooling &#8211; simultaneously in terms of school learning and social bonding &#8211; by, for example, assigning social meaning to their idiosyncrasies. In other words, it intends to consider the truth in the desire of such individuals which is quite compromised in their psychic structuring and, at the same time, their own way of thinking and apprehending the objective reality. After all, when it comes to inclusiveness within the schools, it is indispensable to take into account the teaching and learning practices which make up their very reason of being. The study concludes that a collective investment is necessary on the part of the educators in order to ensure the feasibility of including those students and, as this involve radically singular processes, it is advised that it is impossible to generalize them on the macro-social level. That is to say, only on a case-by-case basis it is possible to assess the success or failure associated with the schooling of ASD students in regular classrooms. However, this does not prevent, on the other hand, from pointing out some general guidelines.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Inclusão escolar]]></kwd>
<kwd lng="pt"><![CDATA[Transtorno do espectro autista]]></kwd>
<kwd lng="pt"><![CDATA[Psicologia e educação]]></kwd>
<kwd lng="pt"><![CDATA[Psicanálise e educação]]></kwd>
<kwd lng="en"><![CDATA[Inclusive schooling/education]]></kwd>
<kwd lng="en"><![CDATA[Autism Spectrum Disorder]]></kwd>
<kwd lng="en"><![CDATA[Psychology and education]]></kwd>
<kwd lng="en"><![CDATA[Psychoanalysis and education]]></kwd>
</kwd-group>
</article-meta>
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