<?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>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052025000100304</article-id>
<article-id pub-id-type="doi">10.12957/teias.2025.81099</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[POLÍTICAS CURRICULARES PARA ESTUDANTES COM TEA: itinerâncias de escolarização]]></article-title>
<article-title xml:lang="en"><![CDATA[CURRICULAR POLICIES FOR STUDENTS WITH ASD: schooling itineraries]]></article-title>
<article-title xml:lang="es"><![CDATA[POLÍTICAS CURRICULARES PARA ESTUDIANTES CON TEA: itinerarios escolares]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Godim]]></surname>
<given-names><![CDATA[Suelen Tavares]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Pará  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2025</year>
</pub-date>
<volume>26</volume>
<numero>80</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052025000100304&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052025000100304&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052025000100304&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo aborda questões referentes às políticas curriculares para alunos com Transtorno do Espectro Autista (TEA), orientado por contribuições teórico-epistemológicas críticas das concepções de currículo na educação brasileira. As questões curriculares são amplamente debatidas no campo educacional, sobretudo na educação básica. Tais debates são escassos quando referendados ao campo da educação especial/inclusiva e ao público de estudantes com TEA (Bosa, Baptista, 2002; Lima, Laplane, 2016; Talarico, Laplane, 2016; Aporta, Lacerda, 2018), cujas práticas de ensino tangenciam entre pluralidades epistemológicas, didáticas, técnicas e de diferentes campos de atuação/áreas do conhecimento. Como percurso metodológico optou-se pela pesquisa bibliográfica, de natureza qualitativa (Bauer, Gaskell, 2002; Minayo, 2007; Lüdke, André, 2013; Chizzotti, 2006), no intuito de atender tais inquietações e, por meio dessa empiria, estabelecer uma relação dialógica e dialética entre o teórico e o vivido no campo da educação. Verificou-se que a produção do conhecimento é insuficiente, e necessita de maior abrangência e ingerência científica e metodológica quanto aos métodos, técnicas e práticas que envolvem a escolarização de alunos com TEA. Nesse sentido, intenta-se que este artigo possa fomentar educadores à construção de práticas curriculares para estudantes com TEA, que considerem as condições cognitivas, sociais, motoras e comportamentais de cada estudante, assim como seu ritmo e tempo de aprendizagem, em que a centralidade do campo educativo não se restrinja a percursos homogêneos, unidirecionais e restritivos, mas que possam fazer parte das proposições e políticas curriculares inovadoras aos estudantes com TEA na educação brasileira.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article addresses issues relating to curriculum policies for students with Autism Spectrum Disorder (ASD), guided by critical theoretical-epistemological contributions to curriculum concepts in Brazilian education. Curricular issues are widely debated in the educational field, especially in basic education. Such debates are scarce when endorsed in the field of special/inclusive education and the public of students with ASD (Bosa, Baptista, 2002; Lima, Laplane, 2016; Talarico, Laplane, 2016; Aporta, Lacerda, 2018), whose practices of teaching overlap between epistemological, didactic, technical pluralities and different fields of activity/areas of knowledge. As a methodological route, we opted for bibliographical research, of a qualitative nature (Bauer; Gaskell, 2002; Minayo, 2007; Lüdke, André, 2013; Chizzotti, 2006), in order to address such concerns and, through this empirical approach, establish a relationship dialogic and dialectic between the theoretical and the lived in the field of education. It was found that the production of knowledge is insufficient and requires greater scientific and methodological coverage and interference regarding the methods, techniques and practices that involve the schooling of students with ASD. In this sense, it is intended that this article can encourage educators to construct curricular practices for students with ASD, which consider the cognitive, social, motor and behavioral conditions of each student, as well as their pace and learning time, in which the centrality of the educational field is not restricted to homogeneous, unidirectional and restrictive paths, but that can be part of innovative curricular propositions and policies for students with ASD in Brazilian education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo aborda cuestiones relativas a las políticas curriculares para estudiantes con Trastorno del Espectro Autista (TEA), guiado por contribuciones teórico-epistemológicas críticas a los conceptos curriculares en la educación brasileña. Las cuestiones curriculares son ampliamente debatidas en el ámbito educativo, especialmente en la educación básica. Tales debates son escasos cuando se refrendan en el ámbito de la educación especial/inclusiva y del público de estudiantes con TEA (Bosa, Baptista, 2002; Lima, Laplane, 2016; Talarico, Laplane, 2016; Aporta, Lacerda, 2018), cuyas las prácticas de enseñanza se superponen entre pluralidades epistemológicas, didácticas, técnicas y diferentes campos de actividad/áreas de conocimiento. Como ruta metodológica, optamos por la investigación bibliográfica, de carácter cualitativo (Bauer, Gaskell, 2002; Minayo, 2007; Lüdke, André, 2013; Chizzotti, 2006), con el fin de abordar tales inquietudes y, a través de este enfoque empírico, establecer una relación dialógica y dialéctica entre lo teórico y lo vivido en el campo de la educación. Se encontró que la producción de conocimientos es insuficiente, y requiere de mayor cobertura e injerencia científica y metodológica respecto de los métodos, técnicas y prácticas que involucran la escolarización de los estudiantes con TEA. En este sentido, se pretende que este artículo pueda incentivar a los educadores a construir prácticas curriculares para estudiantes con TEA, que consideren las condiciones cognitivas, sociales, motrices y conductuales de cada estudiante, así como su ritmo y tiempo de aprendizaje, en el que se desarrolla el aprendizaje. La centralidad del campo educativo no se limita a trayectorias homogéneas, unidireccionales y restrictivas, sino que puede ser parte de propuestas curriculares y políticas innovadoras para estudiantes con TEA en la educación brasileña.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[curriculum policies]]></kwd>
<kwd lng="en"><![CDATA[ASD]]></kwd>
<kwd lng="en"><![CDATA[schooling]]></kwd>
<kwd lng="pt"><![CDATA[políticas curriculares]]></kwd>
<kwd lng="pt"><![CDATA[TEA]]></kwd>
<kwd lng="pt"><![CDATA[escolarização]]></kwd>
<kwd lng="es"><![CDATA[políticas curriculares]]></kwd>
<kwd lng="es"><![CDATA[TEA]]></kwd>
<kwd lng="es"><![CDATA[enseñanza]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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