Experiencia de personas autistas en contextos educacionales: Una revisión sistemática de la elaboración de narrativas de identidad
DOI:
https://doi.org/10.4067/s0718-50652025000100210Keywords:
Autismo, Narrativas identitarias, Educación, Contextos educativos, IdentidadAbstract
The experience of autistic individuals in educational contexts is essential for understanding the construction of their identity narratives. The objective of this study is to understand the development of identity narratives of autistic individuals during their progression through the three educational levels: primary, secondary, and tertiary. To achieve this, a systematic review of relevant literature from the period 2014-2024 was conducted using the PRISMA methodology. Databases consulted included Scopus, PubMed, Web of Science, Scielo, Social Science Database, Psychology Database, Psychology and Behavioral Science Collection, from which 21 articles were selected. The findings suggest that there are distinct narratives for each educational level; moreover, four common trajectories in the narratives of autistic students throughout their educational journey are identified: the importance of environmental structure, differences and prejudices, perceived support, and autistic identity.
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