This study aims to identify limits and development possibilities of a student with
Autism Spectrum Disorder in Physical Education classes at EAUFPA. Methodologically, this
study is characterized as a qualitative research of the case study type, having as a subject an
elementary school student with autism spectrum disorder. The student in question belongs to a
regular class of Elementary School I, at the UFPA School of Application, in the municipality
of Belém-PA, which is a reference school in the municipality in basic education, being the
same at federal level. For data collection, the following instruments were used: participant
observation and writing of field diaries by 6 scholars from the Pedagogical Residency
Program who worked at the institution and accompanied the class in which the student was
part weekly. Data were analyzed by content analysis technique. The intervention process took
place from October 2018 to September 2019, following two weekly 50-minute regular
Physical Education classes. As a result, the study identifies that the teacher's performance
becomes essential in this process, as the welcoming attitude of the teacher becomes an
effective means for the inclusion process to occur. The possibility of knowing the student by
identifying their potentialities can generate the creation of pedagogical arrangements that help
and make the physical education class more attractive to the student. Parental participation is
also important in this process, as is school in general. However the process is not that easy as
the levels of autism vary so it is not possible to leave a ready recipe for how to include the
autistic student in class but through joint efforts we can gradually make this inclusion process
possible in physical education.
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