INCLUSÃO DE PESSOAS COM AUTISMO E AS POLÍTICAS PÚBLICAS NO BRASIL

In Brazil, the implementation of the National Policy on Special Education from the Perspective of Inclusive Education in 2008 marked a significant advancement by ensuring that all students could access regular schooling, regardless of their conditions. This legal framework brought greater attention to educational inclusion, with a particular focus on the needs of students with autism. From that point on, regulations and guiding documents began to address the specificities of this population in greater detail, which constitutes the central theme of this study. The research aims to understand how autism has been defined and represented within the scope of Special Education, considering both national public policies and documents issued by the Ministry of Education. To achieve this, the study adopted a documentary research approach, analyzing official materials published between 1994 and 2013. The proposed reflection is essential to discuss the impacts of including students with autism in the school environment. These documents not only guide educational institutions but also directly influence the pedagogical practices applied daily. Thus, the study seeks to contribute to understanding the transformations in inclusion policies and their practical application, highlighting the ongoing challenges to ensuring truly inclusive education.