CURRÍCULO E FORMAÇÃO DOCENTE PARA A INCLUSÃO DE ESTUDANTES AUTISTAS: CONCEPÇÕES, POLÍTICAS EDUCACIONAIS E DESAFIOS

The essay aims to historicize and critically examine the relationship between curriculum and teacher education for the inclusion of autistic students in Brazil, exploring how curricula relate to social dynamics, power relations, and cultural transformations. In dialogue with authors such as Giroux (1986), Goodson (1995; 1997), Hargreaves and Fullan (2012), Lahire (2006), Sacristán (2000), Shulman (1986; 2005), and Zeichner (1993), the curriculum is as a historical and cultural artifact, in constant construction and reconstruction. The text also addresses educational policies for including autistic individuals in Brazil, noting that advancements in the regulatory framework have sought to secure a range of rights for the autistic community, particularly concerning school inclusion. In this context, it is essential for future educators to work effectively with a broad diversity of students and to adopt pedagogical practices that promote equity and inclusion. This requires a profound understanding of the social, cultural, political, and economic issues affecting education, as well as skills to create learning environments that meet the needs of all students. However, teacher education and undergraduate curricula have proven to be a significant challenge for consolidating inclusive pedagogical practices, as many still lack specific courses that address foundational principles, methods, and techniques thoroughly and critically, connecting theory and practice to foster teaching-learning relationships aimed at the inclusion of autistic individuals in schools.