Experiencia de personas autistas en contextos educacionales: Una revisión sistemática de la elaboración de narrativas de identidad
DOI:
https://doi.org/10.4067/s0718-50652025000100210Palabras clave:
Autismo, Narrativas identitarias, Educación, Contextos educativos, IdentidadResumen
La experiencia de las personas autistas en contextos educacionales es esencial para la comprensión de la construcción de sus narrativas identitarias. El objetivo del presente trabajo es comprender el desarrollo de narrativas identitarias de personas autistas durante su paso por los tres niveles educativos primarios, secundarios y terciarios. Para esto, se realizó una revisión sistemática de la literatura pertinente durante el periodo 2014-2024, mediante la metodología PRISMA. Se consultaron las bases de datos Scopus, PubMed, Web of Science, Scielo, Social Science Database, Psychology Database, Psychology and Behavioral y Science Collection, de las que se seleccionaron 21 artículos. Los hallazgos indican que existirían narrativas propias en cada nivel educativo; además, se presentan cuatro trayectorias comunes en las narrativas de los estudiantes autistas a lo largo de su trayectoria educativa: la relevancia de la estructura del entorno, las diferencias y prejuicios, el apoyo percibido y la identidad autista.
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Derechos de autor 2025 Joaquin Balladares, Arlett Krause, Eugenia V. Vinet
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
