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The present study had as objective to evaluate the efficiency of a didactic model used in the process of inclusion of autistic students of public school U. E. Menino Jesus in Buriti BravoMA for the construction of scientific knowledge related to Biology. Autism, also called Autistic Spectrum Disorder (TEA) is known as a developmental disorder, which has three characteristics that help in the diagnosis; children with Autism have difficulty communicating socially with other people; the relations of social interaction are very fragile; and it still preserves quite repetitive behaviors, restricting their coexistence often to the family environment (GRANDIN, PANEK, 2015). This is why it is currently classified in DSM-5, as part of the so-called Neurodevelopmental Disorders, and can be known as (TEA) (APA, 2013). We developed a qualitative-quantitative research, where we sought out visits in a public school in the city of Buriti Bravo MA, to know how students with autistic spectrum are integrated into the classroom environment, and based on this to analyze if the inclusion of these students was actually occurring. For data collection we opted to carry out the application of questionnaires with open and closed questions. After the observation period, we sought to know how the students see the classroom environment, analyzing the inclusive context, to determine if the students' perception of the classroom was an inclusive environment or not. And we asked them how they characterized the school, whether they considered it inclusive or not, through the answers we could even observe what the students understood as inclusion. The answers showed that there was a high rate of uncertainty on the part of the students, where only 22% considered the school as an inclusive environment, 37% did not know which way to think, and 41% said no, the school they were part of was not inclusive. We consider this experience to be an important exercise in raising the awareness of both teachers and students for the integral inclusion of students with any special need, not only for the obligatory nature of the law, but as an action of humanity. Therefore, it is understood that each individual is unique in its essence and that society only loses when the human being fails when he neglects the need that everyone has in receiving the same rights.

PRÁTICAS METODOLÓGICAS NA INCLUSÃO DE ALUNOS AUTISTAS NO ENSINO DE BIOLOGIA/CIÊNCIAS