<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2024000200753</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.24.081.ao02</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação inclusiva no ensino superior: anseios docentes e ações de suporte para estudantes com Transtorno do Espectro Autista]]></article-title>
<article-title xml:lang="en"><![CDATA[Inclusive education in higher education: Teaching desires and support actions for students with Autism Spectrum Disorder]]></article-title>
<article-title xml:lang="es"><![CDATA[Educación inclusiva en la educación superior: deseos de los docentes y acciones de apoyo a los estudiantes con Trastorno del Espectro Autista]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Canal]]></surname>
<given-names><![CDATA[Sandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rocha]]></surname>
<given-names><![CDATA[Juliana dos Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Andreia Mendes dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Fundação Projeto Pescar  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2024</year>
</pub-date>
<volume>24</volume>
<numero>81</numero>
<fpage>753</fpage>
<lpage>767</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2024000200753&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2024000200753&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2024000200753&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo se refere a um recorte de uma pesquisa de mestrado, que versa sobre a inclusão do estudante com TEA no Ensino Superior, e se propõe a analisar os desafios encontrados nesse nível de ensino, tendo em vista a Educação Inclusiva. Como referencial teórico destaca-se a psicologia sócio-histórica em um diálogo entre Vygotsky e outros autores. Tratou-se de uma pesquisa de cunho qualitativo, na qual os dados foram obtidos por meio das entrevistas semiestruturadascomos profissionais especializados do Núcleo de apoio à Educação Inclusiva, com os professores e com os coordenadores de cursos e analisados a partir da Análise Textual Discursiva (ATD). A partir das análises interpretativas, pode-se inferir que os profissionais sentem necessidade de formação continuada para atuar com o estudante com TEA, de forma a ampliar e construir conhecimentos acerca do seu processo de ensino, aprendizagem e sociabilidade. Evidenciou-se, ainda, que os profissionais desejam fazer parte de uma rede de apoio que ouça seus anseios docentes, que auxilie a elaborar soluções e realizar encaminhamentos para os desafios que dificultam o processo de ensino-aprendizagem desse público. No que tange a Universidade, destaca-se um movimento para a criação de estratégias que visam facilitar o processo de inclusão. Porém, mostraram-se algumas contradições entre a estrutura organizacional historicamente construída e as necessidades que a realidade da inclusão dos estudantes com TEA exige, o que tenciona uma série de reestruturações fundamentais em nível institucional à educação inclusiva na Educação Superior.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article refers to an excerpt from a master's degree research, which deals with the inclusion of students with ASD in Higher Education, and aims to analyze the challenges encountered at this level of education, with a view to Inclusive Education. As a theoretical reference, socio-historical psychology stands out in a dialogue between Vygotsky and other authors. This was a qualitative research, in which data were obtained through semi-structured interviews with specialized professionals from the Inclusive Education Support Center, teachers and course coordinators and analyzed using Discursive Textual Analysis (ATD). From the interpretative analyses, it can be inferred that professionals feel the need for continued training to work with students with ASD, in order to expand and build knowledge about their teaching, learning and sociability process. It was also evident that professionals want to be part of a support network that listens to their teaching desires, that helps to develop solutions and make referrals to the challenges that hinder the teaching-learning process for this audience. Regarding the University, there is a movement to create strategies that aim to facilitate the inclusion process. However, some contradictions were shown between the historically constructed organizational structure and the needs that the reality of inclusion of students with ASD demands, which entails a series of fundamental restructurings at the institutional level for inclusive education in Higher Education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Enel marco de una investigación de maestría sobre lainclusión de estudiantescon TEA en laEducación Superior, este artículo seproponea analisar losdesafíos encontrados en este nivel educativo traslaEducación Inclusiva. Como referente teórico se destacalapsicologíasociohistoricaenun diálogo entre Vygotsky y otros autores.Fue una investigación cualitativa, enla que losdatosfueronobtenidos a través de entrevistas semiestructuradasconprofesionales especializados del &#8220;Núcleo de Apoio à Educação Inclusiva&#8221;, con docentes y coordinadores de carrerasyanalizados a partir de lametodología de Análise Textual Discursiva (ATD). De losanálisis interpretativos, se puede inferir que losprofesionalessientenlanecesidad de formación permanente para trabajarconestudiantescon TEA, conelfin de ampliar y construir conocimientos sobre suproceso de enseñanza, aprendizaje y sociabilidad. También se evidenció que los profesionales quieren ser parte de una red de apoyo que escuche sus inquietudes docentes, que ayude a desarrollar soluciones y hagareferencias a los desafíos que dificultan el proceso de enseñanza-aprendizaje de este público. Conrespecto a La Universidad, se puede decir que existe un movimiento para crear estratégias encaminadas a facilitar el proceso de inclusión. Sin embargo, se evidenciaron algunas contradicciones entre la estructura organizacional y la realidad de inclusión de los Estudiantes con TEA.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Transtorno do Espectro Autista (TEA)]]></kwd>
<kwd lng="pt"><![CDATA[Ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão]]></kwd>
<kwd lng="pt"><![CDATA[Docente]]></kwd>
<kwd lng="pt"><![CDATA[Dificuldades.]]></kwd>
<kwd lng="en"><![CDATA[Autism Spectrum Disorder (ASD)]]></kwd>
<kwd lng="en"><![CDATA[University education]]></kwd>
<kwd lng="en"><![CDATA[Inclusion]]></kwd>
<kwd lng="en"><![CDATA[Teacher]]></kwd>
<kwd lng="en"><![CDATA[Difficulties.]]></kwd>
<kwd lng="es"><![CDATA[Trastorno del Espectro Autista (TEA)]]></kwd>
<kwd lng="es"><![CDATA[Educación superior]]></kwd>
<kwd lng="es"><![CDATA[Inclusión]]></kwd>
<kwd lng="es"><![CDATA[Docentes]]></kwd>
<kwd lng="es"><![CDATA[Dificultades.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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