摘要：The article seeks to read the process of school inclusion of a child diagnosed with Autistic Spectrum Disorder (ASD) in the light of psychoanalytic theory. A case study will be conducted with the participation of three teachers and the student diagnosed with ASD. The case study was built through participant observation and interviews with the teachers and the student's mother. It can be seen that the teachers perform the inclusive process in an ethical manner, respecting the student as a subject and understand that there is no possibility of inclusion in a mass form, not fitting generalizations about the work based on diagnoses presented.
