BETWEEN SILENCES AND NARRATIVES: THE PRODUCTION OF MEANING BY AUTISTIC ADOLESCENTS IN THEIR SCHOOLING EXPERIENCES

Abstract

Autism Spectrum Disorder (ASD) has mobilized growing attention in debates on school inclusion, with adolescence remaining an underexplored stage in this body of research. This study, designed as a multiple case study, is part of a doctoral research project in Education and aims to identify the processes through which autistic adolescents produce meaning about their schooling experiences. Grounded in Cultural-Historical Theory, the study understands human development as constituted in social relations, mediated by language and culture. The research, of a qualitative and exploratory nature, was conducted with five autistic adolescents attending public high schools in the interior of Rio Grande do Sul, Brazil. Semi-structured interviews were used as the data production procedure, conducted with sensitivity to participants' multiple forms of expression, including gestures, silences, and other nonverbal languages. Data analysis was carried out through the Núcleos de Significação (Meaning Nuclei) approach, allowing for the apprehension of the meanings constitutive of the narratives. Results show that these adolescents' schooling experiences are marked by tensions between belonging and invisibility, strongly shaped by relationships with peers and teachers. It is also highlighted that expanding listening beyond verbal language is central to recognizing autistic subjects as producers of meaning. The study contributes to the field of inclusive education by reinforcing the need for research and pedagogical practices that consider the plurality of forms of expression and participation in the school context.