Ensino de História e Transtorno do Espectro Autista: reflexões de/em experiências

The article addresses the challenges and potentialities of teaching History to students with Autism Spectrum Disorder. Based on teaching experiences at the Colégio de Aplicação (UFSC), it discusses issues related to the challenges of fostering historical thinking among neurodivergent students, particularly in terms of language and narrative, as well as strategies grounded in Universal Design for Learning. The study emphasizes the centrality of mediation and inclusion in teaching, highlighting the importance of practices that account for the specificities of individuals without homogenizing their experiences. It also explores the challenges involving the role of language in constructing historical narratives and generating meaning in History education for students on the autism spectrum.