EDUCAÇÃO INCLUSIVA E NEUROCIÊNCIA: ESTRATÉGIAS PEDAGÓGICAS PARA O AUTISMO

This article aims to analyze the contributions of neuroscience to the development of inclusive pedagogical practices aimed at teaching students with Autism Spectrum Disorder (ASD) in basic education. The research is based on a recent literature review (2020–2025) addressing the relationship between brain functioning, learning, and educational strategies. Considering the challenges faced by teachers in dealing with cognitive and sensory diversity in classrooms, the study seeks to understand how advances in neuroeducation can assist in creating more effective, affective, and adapted teaching methodologies for autistic students. The findings highlight that the use of visual, technological, and sensory resources, combined with teacher training in neuroscience, enhances meaningful learning, communication, and social interaction. It is concluded that integrating neuroscience and inclusive education is essential to building a more humane, equitable, and welcoming contemporary school.