摘要：This article examines the education of subjects with Pervasive Developmental Disorders (PDD) considering 107 theses and dissertations produced between 2000 and 2012, as well as the guidelines for inclusion and the philosophical hermeneutics. The concepts of PDD, school and education are analyzed here considering the subjects under study, the recurring questions, the gaps and the epistemologies. Results obtained include: increased enrollments; the multiplying of meanings regarding these students and the educational possibilities; an update of old dilemmas before the new and the different. If at the level of principles equality and differences are both recognized the notion of different as unequal still remains within the research context.
其他摘要：This article examines the education of subjects withPervasive Developmental Disorders (PDD) considering 107 theses and dissertations produced between 2000 and 2012, as well as the guidelines for inclusion and the philosophical hermeneutics. The concepts of PDD, schooland education are analyzed here considering the subjects under study, the recurring questions, the gaps and the epistemologies. Results obtainedinclude: increased enrollments; the multiplying of meanings regarding these students and the educational possibilities; an update of old dilemmas before the new and the different. If at the level of principles equality and differences are both recognized the notion of different as unequal stillremains within the research context.
关键词：Special Education. Education. Pervasive Developmental Disorders. State of the Knowledge.;Educação Especial. Escolarização. Transtornos Globais do Desenvolvimento. Estado do Conhecimento.
其他关键词：Education;Special Education. Education. Pervasive Developmental Disorders. State of the Knowledge.
