2026-08-132026-08-132026-07-14CARNEIRO, Graziellly de Paula da Silva. Transtorno de Espectro Autista e as práticas inclusivas nas produções acadêmicas das Reuniões Nacionais da ANPEd (41ª, 42ª). Orientadora: Ana Paula Vieira e Souza. 2026. f. Trabalho de Curso (Licenciatura em Pedagogia) – Faculdade de Educação, Campus Universitário de Bragança, Universidade Federal do Pará, Bragança-PA, 2026. Disponível em: https://bdm.ufpa.br/handle/prefix/9933. Acesso em: .https://bdm.ufpa.br/handle/prefix/9933This Course Completion Paper is the result of a study on Autism Spectrum Disorder (ASD) and inclusive practices in the academic productions presented at the 41st and 42nd National Meetings of the National Association of Graduate Studies and Research in Education (ANPEd), focusing on studies presented in Working Group 15 (GT-15) – Special Education. The research was guided by the following question: How is Autism Spectrum Disorder addressed in the academic productions of ANPEd National Meetings, and which inclusive practices are discussed to strengthen school inclusion? The general objective was to analyze the academic productions of the 41st and 42nd ANPEd National Meetings concerning ASD and inclusive practices within the school context. Methodologically, this is a qualitative study of bibliographic and documentary nature, grounded in the State of Knowledge approach. Papers published in GT-15 – Special Education addressing Autism Spectrum Disorder and inclusive practices were analyzed. The results reveal advances in the academic debate on the school inclusion of students with ASD, highlighting the importance of inclusive public policies, pedagogical mediation, play as a developmental strategy, and teacher education. However, the studies also point to challenges related to the implementation of inclusive policies, the lack of pedagogical resources, and the need for continuing teacher education. It is concluded that, although there have been normative and academic advances in the field of inclusive education, obstacles still remain that hinder the consolidation of pedagogical practices capable of ensuring the participation, permanence, and meaningful learning of students with Autism Spectrum Disorder.Acesso AbertoTranstorno de Espectro AutistaEducação InclusivaReunião da ANPEDPráticas inclusivasEducação especialAutism Spectrum DisorderInclusive EducationANPEd National MeetingInclusive PracticesSpecial EducationCNPQ::CIENCIAS HUMANAS::EDUCACAOTrabalho de Curso - Graduação - ArtigoAttribution-NonCommercial-NoDerivs 3.0 Brazil