Abstract:
This study explores the topic of schooling for children with Autism Spectrum Disorder (ASD)
from the perspective of a humanizing education, highlighting the importance of specialized and
inclusive care. The research, based on the State of Knowledge, used the CAPES database,
covering the last six years (2020-2025). The theoretical basis is central to the Freirean
perspective (1996; 2011), which values dialogue, autonomy, and the uniqueness of the learner.
Chapter 1 addresses the contributions of Paulo Freire, the Salamanca Declaration, and the
National Policy on Special Education. Chapter 2 reinforces the role of Freire-based humanizing
pedagogical practices. Chapter 3 analyzes the impact of public policies based on institutional
authors (Brazil, 1988-2018; MEC) and academics such as Sousa et al. (2023), Diniz (2024),
Gonçalves et al. (2024), Xavier and Gonzalez (2025), and Ischkanian (2024). The research
shows that school inclusion goes beyond the mere enrollment of students with ASD, requiring
adaptive pedagogical practices, ongoing teacher training, curricular adaptation, and adequate
institutional support. The impact of public policies on building a school environment that values
differences and enables students' active participation in the educational process is also analyzed.
The research indicates that the education of children with ASD requires an educational
approach centered on humanization, collaboration between school, family, and society, and the
strengthening of inclusive practices in the school environment. Thus, humanizing education is
presented as a path to ensure the comprehensive development and effective inclusion of these
students, respecting their specificities and enhancing their capabilities in the educational
environment.
