Tecituras da inclusão: narrativas docentes, diferenças e direitos de estudantes neurodivergentes

Abstract

This dissertation aims to understand how Basic Education teachers weave meanings of inclusion from their experiences with neurodivergent students, in dialogue with pedagogical practices, public policies, and struggles for rights. The research combines narrative interviews and school ethnographies, through records in the researcher’s field diary, to capture everyday practices and relational dynamics that permeate inclusive processes. The analysis is grounded in contributions from Black feminisms, in intersectionality as a tool to highlight structural inequalities, and in the spiral temporality of Leda Maria Martins (2021), which allows us to understand teaching trajectories as crossroads between past, present, and future. It also engages with the notion of autobioformation (Mota, 2023), conceiving teacher education as a weaving of memories, affections, knowledge, and resistances that are constantly renewed in the school setting. By valuing neurodiversity, the study shifts away from a medicalizing perspective to recognize differences as pedagogical potential. The results indicate that conceptions of inclusion are constructed in a plural way, amid structural challenges, institutional fragilities, and community strengths, reaffirming the importance of pedagogical practices sustained by listening, care, and collective transformation.