Pervasive Developmental Disorders and Schooling: knowledge in perspective

Abstract

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.