ABSTRACT
School inclusion emerged as a challenge and required schools to revise their structure and create new ways of teaching. The school mediator accompanies the student during his school day, seeking to intervene, potentializing their learning process, socialization and development. Through the bias of cartography, the research built here proposes to map intricate processes in the scope of school mediation carried out with so-called autistic or psychotic children. The creative, non-normative and non-medicalizing ways of working to practice school mediation are based on adopting an ethical-political stance, which stresses the place occupied by the mediator. Guided by this position, school mediation can inaugurate ways of working that produce life and that recognize the uniqueness of the person in the inclusion situation.
KEYWORDS:
school mediation; school inclusion; autism; cartography