The Inclusion of Students on the Autistic Spectrum in Science Classes: An Analysis From a Historical-Cultural Perspective
DOI:
https://doi.org/10.28976/1984-2686rbpec2024u657684Keywords:
autism, scientific education, Historical-Critical TheoryAbstract
Based on Historical-Cultural Theory, we aim to analyze the contributions of interventions in science classes to teaching autistic students in inclusive processes. From 1943 to 2022, our investigation identified 19 studies (eight national and 11 international) that developed pedagogical actions in primary education in science classes with autistic students in regular schools. From the contributions of the articles and theoretical references, we argue that the organization of study activities in science classes, articulated in school inclusion projects that integrate autistic students into multiple social experiences, can benefit from scientific knowledge as an essencisl tool to promote the expansion of communication, with or without speech, and to foster the development of awareness of the world and oneself, as well as to enhance understanding of what it means to be autistic and to assume protagonism. We invite research in the area to deepen and expand contributions.
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