Paths to justice: Autism and the ethics of care as foundations for inclusive public policies in education

This article analyzes the relationship between the rights of people with Autism Spectrum Disorder (ASD) and the ethics of care, in the context of inclusive public policies aimed at education in Brazil. The main objective is to investigate how the ethics of care can influence the creation and implementation of policies that promote the inclusion and protection of the rights of autistic people, addressing issues such as equality, access to education, and the construction of a more inclusive society. In the functionalist society of social roles and utilitarian values, an essential outline of the dignity of the human person and its value consequences, embodied in constitutional norms and principles, marks a hermeneutic criterion for the construction of a just, fraternal, and supportive society. Emancipatory policies aimed at children with ASD imply the realization of social rights, emphasizing the maximum effectiveness of fundamental rights. Furthermore, the ethics of care in the social right to education of people with ASD, addressing concepts from Winnicott and Boff, and highlighting the importance of affection and recognition, consider overcoming ethical models based on legalism and utilitarian culture, rewriting the history of fraternity to overcome the functionalism of risks and calculations in the plan of social engagement so recurrent in the society of statistics and budget.