Abordagem Reggio Emilia e Educação Inclusiva: implicações para crianças autistas

Abstract

This study aims to examine and reflect on the contributions of the Reggio Emilia approach and how this pedagogical proposal enables the inclusion of children with Autism Spectrum Disorder (ASD) in early childhood education, based on an experience lived in a private school in Uberlândia, Minas Gerais, throughout 2024. Anchored in theorists such as Loris Malaguzzi, Paulo Freire, Vygotsky, Piaget, and Maria Montessori, the research articulates reflections on child protagonism, play, active listening, and pedagogical documentation as structuring elements for meaningful and inclusive learning. The theoretical framework also addresses child development, the history of inclusive education, and Applied Behavior Analysis (ABA), reflecting on the challenges involved in the inclusive practices for neurodivergent children. The second chapter offers an experiential account with two children diagnosed with ASD — Sol, who also has Oppositional Defiant Disorder (ODD), and Estrela, diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) — highlighting pedagogical practices, mediation strategies, and the organization of the school environment as a “third educator.” The findings reveal that the Reggio Emilia approach can significantly contribute to the development of autistic children by valuing their multiple languages, autonomy, affective bonds, and respect for individuality, promoting a truly inclusive and humanizing education.