NEUROCIÊNCIAS E AUTISMO: CONTRIBUIÇÕES PARA A COMPREENSÃO E INTERVENÇÃO EDUCACIONAL

This article analyzes the interfaces between neuroscience and autism spectrum disorder (ASD), highlighting how scientific advances have contributed to early diagnosis, understanding of the neurobiological basis of the disorder, and the proposition of more effective interventions in the educational context. The research, qualitative and bibliographic in nature, is based on the analysis of national and international scientific studies, aiming to elucidate how discoveries about the brain functioning of individuals with ASD can support more inclusive, equitable, and evidence-based pedagogical practices. Aspects related to brain neuroplasticity, the neural circuits involved in social behavior, language, attention, and emotional regulation are discussed, as well as the importance of early stimulation for the development of cognitive and socio-emotional functions. The study also addresses the role of executive functions, sensory integration, and differences in information processing, elements that directly impact the teaching and learning process of students with ASD. Furthermore, the implications of these findings in daily school life are analyzed, highlighting the need for individualized pedagogical planning, the use of active methodologies, curricular adaptations, and ongoing teacher training. It is concluded that the articulation between neuroscience and education represents a promising field for the construction of pedagogical practices more sensitive to neurocognitive diversity, contributing to the realization of inclusive education, the integral development of autistic students, and respect for their unique characteristics in the school environment.