Estudo sobre o princípio da dignidade da pessoa humana com transtorno do espectro autista no ensino superior

Abstract

The thesis was developed in the Postgraduate Program in Education, at the Universidade do Oeste Paulista (Unoeste), in the line of research Public Policies in Education, training processes and diversity. The research topic is the principle of human dignity (PDH) in people with autism spectrum disorder (ASD) in Higher Education. The research question/problem is: How does the principle of human dignity manifest itself in people with ASD in Higher Education? As a result of this question, we have another: How do public inclusion policies relate to the principle of human dignity in people with ASD in Higher Education? The general objective of the research is to understand how the principle of human dignity manifests itself in people with ASD and its relationship with public inclusion policies. The research is based on the understanding of human dignity as a normogenetic principle, that is, one that underlies people's fundamental rights, including the right to education. Public inclusion policies also relate to PDH in people with ASD in a broad and profound way, legal documents are permeated by the principle while others, such as the Convention on the Rights of Persons with Disabilities, are literal in terms of the relationship. To develop the research, a qualitative approach was adopted and a semi-structured questionnaire was used, applied to academics from a public Higher Education institution in the interior of Paraná, disclosed with ASD. The violations of the PDH identified in the research demonstrate the need to rethink approaches and strategies for inclusion in Higher Education, so that it truly becomes a reality for students. It follows that, despite advances in legislation and public inclusion policies, there are still challenges to be overcome to guarantee the implementation of the principle for people with ASD. The research highlights the importance of raising awareness about ASD and building a culture of respect for diversity in the academic environment, as essential elements to promote inclusion and guarantee the human dignity of all people. It reinforces the importance of the State's role in promoting inclusion, through investments in education, teacher training and the creation of effective public policies that guarantee the human dignity of all people. It also demonstrates that the inclusion of people with ASD in Higher Education requires more than the simple creation of laws and public policies. It is necessary to ensure that these policies are implemented effectively, considering the singularities of ASD and the individual needs of each student.