BETWEEN BRIDGES AND POSSIBILITIES: PSYCHOPEDAGOGY IN THE INCLUSION OF STUDENTS WITH ASD

Abstract

This article aims to analyze psychopedagogical intervention as an essential strategy for the school inclusion of students with Autism Spectrum Disorder (ASD), based on a qualitative literature review. Considering that Brazilian legislation guarantees the right to inclusive schooling, but that gaps persist between normative discourse and practical effectiveness, the study seeks to understand the extent to which psychopedagogical action contributes to overcoming barriers that hinder access, permanence, and learning for these students. The study is grounded in classical and contemporary authors of inclusive education and psychopedagogy, with emphasis on Mantoan (2006), Bossa (2018), Gomes and Mendes (2019), and Oliveira and Nogueira (2022), organizing the discussion into four analytical categories: curricular and methodological adaptation; cognitive and socioemotional development; school-family-community mediation; and teacher training. The results indicate that psychopedagogical intervention operates in a multidimensional way, impacting not only the student but the entire school structure, promoting not only individual support but also institutional transformation. It is concluded that, beyond being a complementary resource, psychopedagogy constitutes a structuring axis of inclusion in the context of ASD, establishing itself as an indispensable element for a truly democratic school.