Narrativas maternas acerca do processo de escolarização de crianças negras com Transtorno do Espectro Autista: um estudo de caso em Pelotas, RS

Abstract

This study investigates the educational inclusion of Black autistic children in the city of Pelotas, Rio Grande do Sul, emphasizing mothers’ perceptions of the schooling process and the challenges arising from the intersection of race and disability. Developed within the Postgraduate Program in Education at the Federal University of Pelotas, the research is based on a critical theoretical framework that integrates Black feminist perspectives, critical race studies, and decolonial approaches. These frameworks enable an analysis of how racism and barriers imposed by disability impact the educational and social lives of these children and their families. The methodology follows a qualitative approach, with interviews conducted with mothers of Black children with autism. The interviews are analyzed using the content analysis technique to identify patterns and meanings related to these mothers' experiences. The results reveal that the combination of racism and disability creates a scenario of multiple oppressions, demanding significant emotional burdens from these mothers. This study highlights the structural and social barriers faced, emphasizing how racism and ableism interact to exacerbate the marginalization of these children in the school environment. Mothers report that schools often reinforce stereotypes and exclusionary practices, both by educational professionals and through institutional policies that fail to consider the specific needs of their children. Thus, this study demonstrates that the effective inclusion of these children requires not only adjustments to educational policies but also a transformation in institutional attitudes, with the adoption of more inclusive and anti-racist pedagogical strategies. Conversations with participants indicate that, for them, the fight for an education that values and affirms their children’s identities is continuous and fraught with challenges. The study underscores the need for critical and ongoing training for educators and school administrators on the intersection of racism and ableism. It also provides a critical foundation for formulating policies to promote a more equitable and inclusive educational system that recognizes and addresses the intersectional identities of children and their families.