CHALLENGES FOR THE INCLUSION AND RETENTION OF AUTISTIC WOMEN IN HIGHER EDUCATION AT THE UFMS: AN ANALYSIS FROM CULTURAL STUDIES, FEMINIST CRITIQUE AND INTERSECTIONAL PERSPECTIVES

Abstract

The inclusion of people with disabilities in higher education represents a challenge for academic institutions, especially when it involves historically invisible groups. In this context, the experiences of autistic women present particularities related to gender, identity, difference, and accessibility. This article aims to analyze the challenges related to the inclusion and retention of autistic women in higher education at the Federal University of Mato Grosso do Sul (UFMS), considering the relationships between social representations, institutional practices, and structural inequalities. The research adopts a qualitative bibliographic approach, based on Cultural Studies, feminist critique, and intersectional perspectives. The study uses theoretical contributions from Stuart Hall, Patricia Hill Collins, Lélia Gonzalez, María Lugones, and Gayatri Spivak to understand how identity, difference, and power relations influence academic experiences. The results indicate that university inclusion depends not only on access to institutions but also on conditions of permanence, recognition, and effective participation. It is concluded that inclusive institutional policies must consider the different trajectories of autistic women, valuing diversity and promoting more accessible academic practices.