Knowledge mediation is one of the Education duties, regardless of students' physical and mental attributes. Given that the curriculum can be configured as a pedagogical barrier for formal schooling for individuals with autism, this study aimed to map the national academic production, available on BTD-CAPES, regarding the process of formal schooling and curricular dimensions for students with this characteristic. We organized a database with 157 theses and dissertations, which were submitted to categorization, thematic and statistical analysis. The results indicate limited academic production by master's degree and doctorate program in the country. We concluded that there is need for research that support and encourage pedagogical strategies to enable the student with autism appropriate itself of curricular contents of formal education.
State of the art; Education; Autism; Curriculum
