Transtorno do espectro autista e empregabilidade: articulação entre formação profissional e práticas organizacionais inclusivas

Abstract

ABSTRACT This study presents a case analysis conducted in a Mechatronics technical course at a state school, involving a student diagnosed with Autism Spectrum Disorder - ASD and Attention Deficit Hyperactivity Disorder - ADHD. The objective was to examine the difficulties faced by the student in interpreting technical drawings, in contrast to his satisfactory performance in mathematical calculations, and to propose reflections on inclusive pedagogical practices in Vocational and Technological Education - VTE. The methodology was based on observation during an internship in the school’s coordination, informal interviews with the student, and documentary analysis, which allowed the identification of cognitive and pedagogical barriers in the teaching-learning process. The results showed that differentiated methodologies, such as the use of 3D modeling software, prototyping, and digital simulations, can support the understanding of abstract content and bridge the gap between concrete and graphical representation. The study also highlighted the teacher’s role as a mediator, adapting strategies and assessments to the needs of neurodivergent students. It concludes that inclusion in VTE must be understood as an essential condition for building a democratic and equitable education, articulating inclusive pedagogical practices with organizational policies that enhance the employability of neurodivergent individuals. Keywords: 1 Inclusion; 2. Neurodiversity; 3. Vocational and Technological Education; 4 Employability; 5. Pedagogical Practices.