Aspectos cognitivos de estudantes universitários com transtorno do espectro autista: concepções na perspectiva piagetiana

Abstract

The democratization of Higher Education has enabled access for increasingly heterogeneous groups, including students with autism spectrum disorder (ASD). In this context, this study aims to analyze, through the lens of Piagetian theory, the cognitive development aspects of students with ASD, linking this analysis to the conditions that either support or hinder their access to and retention at the Federal University of Technology – Paraná. The proposed methodology is grounded in Jean Piaget’s Genetic Epistemology and recent literature addressing the specificities of students with ASD, and was approved by the Ethics Committee. The sample consisted of students formally enrolled at FUTPR-PG who had an ASD diagnosis and received support from the Accessibility and Inclusion Center (AIC) of the university. Data collection was based on (a) an initial interview with five students and (b) the application of three Piagetian Operatory Activities (Conservation of Volume, Combinatorial Operations, and Combination of Colored and Colorless Chemical Bodies) with three students. The initial interviews were analyzed using Grounded Theory, while Piagetian Operatory Activities were examined through Genetic Epistemology. The initial interviews revealed diverse perceptions of the university among students. However, all pointed to the need for greater awareness among faculty and peers at FUTPR-PG, as well as the structural adaptability of the campus, particularly the availability of spaces that meet the specific needs of this group. The Piagetian Operatory Activities showed that one student displayed structures of formal operational thought, another was in transition between the concrete and formal operational stages, and the third demonstrated an initial entry into the formal operational stage. It is concluded that, although the process of access and retention was considered predominant by the participants, the effective adoption of the IEP (Individualized Education Plan) by teachers is necessary, as is the creation of specific spaces for autistic students, whether for sensory self-regulation, feeding, or simply for remaining in the environment. Furthermore, the importance of providing mechanisms that guarantee equitable learning for these students is highlighted.