Educação física e inclusão de autistas no ambiente escolar

Abstract

Autism Spectrum Disorder (ASD) is a neurodevelopmental condition with increasing prevalence, reinforcing the need for effective inclusion practices in the school environment. Physical Education (PE) stands out as a mandatory subject with the potential to promote inclusion within the school environment. Objective: To analyze Physical Education and the inclusion of autistic children in the school environment, investigating its contribution to social integration and the formation of a more inclusive school. Method: Indirect research study, with a bibliographic design, in the research line on Physical Education, Pedagogical and Social Practices. The research used the PubMed, SciELO and CAPES Periodicals Portal databases, searching for original studies published between 2020 and 2025. Results: Four articles were analyzed, namely Maia et al. (2020), Sansi et al. (2020), Ribeiro et al. (2021) and Leite et al. (2024), research shows that the lack of a qualified professional is what most hinders the inclusion of children with ASD in the school environment. Conclusions: The inclusion of students with ASD in Physical Education classes is feasible and necessary, but requires ongoing training, individualized planning, pedagogical adaptations, and support from the school team. A qualified teacher is essential for integral development, and Inclusive Physical Education improves motor development, social skills, and positive attitudes among students. Keywords: School Physical Education. Autism Spectrum Disorder. Inclusion.