Autismo y el paradigma de la neurodiversidad en la investigación educativa

Autores/as

DOI:

https://doi.org/10.26512/lc29202345911

Palabras clave:

Neurodiversidad, Educación Inclusiva, Autismo

Resumen

Este trabajo buscó identificar las formas en que el autismo es abordado en investigaciones educativas ubicadas en el campo de los estudios críticos del autismo, a través de una revisión de la literatura nacional e internacional producida entre 2007 y 2020. Los resultados evidenciaron una creciente producción del conocimiento en el panorama internacional, pero todavía escaso a nivel nacional. El análisis mostró que, desde la perspectiva de la neurodiversidad, el autismo asume un carácter identitario, político y social que contribuye al desarrollo de propuestas basadas en la accesibilidad y participación de los estudiantes autistas, garantizando su permanencia y aprendizaje en las instituciones educativas.

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Biografía del autor/a

Andrea Soares Wuo, Universidade Regional de Blumenau, Blumenau, SC, Brasil

Doutora em Educação: Psicologia da Educação pela Pontifícia Universidade Católica de São Paulo (2009). Docente do Programa de Pós-Graduação em Educação da Universidade Regional de Blumenau. Líder do Laboratório de Pesquisa em Educação, Diferenças e Inclusão (LAEDI). E-mail: awuo@furb.br

Andre Luiz Corrêa de Brito, Universidade Regional de Blumenau, Blumenau, SC, Brasil

Mestre em Educação pela Universidade Regional de Blumenau (FURB) (2014). Doutorando em Educação pela FURB. Professor substituto da FURB. Membro do grupo de pesquisa Laboratório de Pesquisa em Educação, Diferenças e Inclusão (LAEDI). E-mail: alcbrito@furb.br

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Publicado

2023-03-10

Cómo citar

Wuo, A. S., & Brito, A. L. C. de. (2023). Autismo y el paradigma de la neurodiversidad en la investigación educativa. Linhas Críticas, 29, e45911. https://doi.org/10.26512/lc29202345911

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