INCLUSÃO E EXCLUSÃO DE PESSOAS COM TEA NA EDUCAÇÃO SUPERIOR EM PORTO VELHO/RO

This article discusses research that analyzed the lived experiences from individuals with Autism Spectrum Disorder (ASD) who completed higher education in Porto Velho, Rondônia. The study focused on processes of inclusion and exclusion, educational processes and the personal meanings constructed after completing this stage of education. The investigation was grounded in Cultura-Historical Theory, specifically on L. S. Vygotsky’s postulates regarding defectology. Three individuals diagnosed with ASD who had graduated from higher education participated in the study. Data were collected through on-line semi-structured interviews and participants’ perceptions were analyzed using a dialectical approach based on the unit of analysis “Relationship between lived experiences and schooling processes”, which comprised two analytical axes: i. The cultural-historical context of the the persons with ASD lived experiences and; ii. The development of the person with ASD and their schooling processes. This article presents results from the second axis, focusing on the educational and subjective processes that shaped the participants’ experiences in higher education. The results reveal no evidence of institutionalized inclusion in any of the three cases. Conversely, the accounts indicate institutional unpreparedness, prejudice and pedagogical and attitudinal barriers. Key factors associated with high education completion included overcoming barriers, family support and therapeutic support. The study concludes that academic persistence and success should not rely solely on individual and/or family effort. Institutions must ensure accessibility, specialized support, flexible assessment practices and continuing education for the academic community.