Autism and the construction of the subject: Paulo Freire and the school inclusion — a necessary dialogue

Abstract

This article offers a theoretical-analytical reflection on the school inclusion of students with Autism Spectrum Disorder (ASD), grounded in Freirean pedagogy and the historical-cultural perspective of Vygotsky. It begins with the question: how should teaching practices be shaped to foster inclusive spaces of humanization, cultural appropriation, and the development of autonomy for students with autism? To address this, a critical and qualitative bibliographic review is conducted, following three interconnected axes: (1) the historical development of autism diagnosis and its educational implications; (2) the construction of Inclusive Education as a human right, based on international frameworks such as the Salamanca Statement; and (3) Paulo Freire’s contributions—especially from Pedagogy of autonomy and Pedagogy of the oppressed—regarding school, emancipation, and social practices. The analysis brings together the challenges of inclusion with Freirean concepts such as limit-situation, praxis, and viable unheard-of, highlighting ethical-political paths for an education that embraces singularity, promotes dialogue, and fosters emancipation. Thus, the text invites active hope and the collective construction of truly inclusive school spaces.