A atenção compartilhada em pessoas com transtorno do espectro do autismo: uma análise das dissertações e teses da capes entre 2012-2024

Abstract

The objective of this research is to analyze how, throughout the historical process, studies on Autism Spectrum Disorder (ASD) and Joint Attention (JA) have been configured and how they relate to the emergence of inclusive educational policies in Brazil. To achieve this, we conducted a bibliographic research, investigating and analyzing academic productions available in the Brazilian Digital Library of Theses and Dissertations (BDTD) of CAPES that address ASD, JA, and their connections with Brazilian educational policies. Our results indicate that Joint Attention is a central element both for the early diagnosis of ASD and for the development of effective interventions that assist children and their families in coping with the challenges of the disorder. We identified that this ability is directly related to communication, cognition, affectivity, and creativity, being essential for building social bonds and for active participation in society. Furthermore, we observed gaps in academic production on this topic in certain regions of the country, highlighting the need for further research to support inclusive educational policies aligned with the Brazilian reality. Thus, understanding Joint Attention not only strengthens knowledge about child development in ASD but also expands the possibilities for implementing educational policies that ensure the right to inclusion and promote the development of each individual's unique potential.