The trajectory of a student with Autistic Spectrum Disorder in the Pedagogy course at a public university of Bahia: autobiographical narrative

Abstract

The increase in students with Autism Spectrum Disorder (ASD) in Brazilian Higher Education has highlighted the urgency of more effective inclusive policies and practices. This study aims to analyze the challenges experienced by a student with ASD during his career at a public university in the interior of Bahia. The research, with a qualitative approach, used autobiographical narratives as the main method to understand the student's experiences. The analysis revealed significant barriers to inclusion, such as discriminatory attitudes, weaknesses in institutional policies and a lack of pedagogical and emotional support actions. The results point to the need for continued training of teachers and technicians, capable of understanding and embracing the specificities of the autistic public. It is argued that inclusion goes beyond the field of legislation, requiring changes in stance, diversified methodologies and appreciation of singularities. The university, as a plural and democratic space, must guarantee real conditions of participation and learning for everyone. It is concluded that it is essential to individualize inclusive strategies and invest in the qualification of professionals, ensuring the adaptation, permanence and academic success of students with ASD in higher education.