PHILOSOPHY AND EXPERIENCE:

THE TEACHER'S PERSPECTIVE ON THE STUDENT WITH AUTISM SPECTRUM DISORDER IN HIGH SCHOOL

Abstract

This article aims to investigate the perspectives of Philosophy teachers on students with Autism Spectrum Disorder (ASD) in Brazilian high schools, reflecting on the challenges and possibilities of school inclusion from a philosophical standpoint. The analysis is based on Merleau-Ponty’s phenomenology of perception, particularly the concept of the lived body, understood as the center of experience and meaning. The study assumes that inclusion is not limited to a legal requirement but constitutes a pedagogical and ethical commitment that requires the revision of practices and curricula, as well as the appreciation of diverse ways of perceiving and engaging with the world. This approach makes it possible to understand autistic students not from the standpoint of deficits or limitations, but as subjects of experience whose singular ways of being challenge normative views of teaching and learning. Thus, the article seeks to contribute to a better understanding of Philosophy teaching in the context of inclusion, highlighting the importance of the teacher in creating pedagogical conditions that foster dialogue, critical reflection, and the collective construction of meaning, in order to ensure the effective participation of autistic students in the school environment.