THE EDUCATIONAL DIMENSION IN THE WORK OF THE SOCIAL WORKER IN ATTENDING TO PEOPLE WITH AUTISM AND THEIR FAMILIES

Abstract

Autism Spectrum Disorder (ASD) is intrinsically associated with neurological deve
lopment since birth. According to the Diagnostic and Statistical Manual of Mental Disorders
(DSM-5), individuals with autism may present deficits in communication and social interaction,
giving rise to new requirements, demands, and possibilities in the work of the social worker,
who acts with issues related to inclusion. The present study aims to understand the role of the
social worker in supporting individuals with autism and their families, considering the educa
tional practices developed through professional intervention. The paper is based on the premise
that the ethical-political project of Social Work opposes the neoliberal ideology that governs
today’s society and, in this sense, this research seeks to understand how social workers can stra
tegically contribute to strengthening the advocacy for individuals with autism. Bibliographic
and documentary research was conducted, grounded in historical-dialectical materialism. The
findings indicate that the pedagogical function performed by the social worker embeds professional practice within the realm of educational activities that shape culture—that is, activities
that form ways of thinking, feeling, and acting within a given social context.