With clear and objective language, this article invites the reader to reflect on the relationship between autism and Brazilian Chemical Education. Here, we begin with approaches to autism in legal terms, which allow the reader to understand how autistic people and their families have their rights guaranteed by law, especially in the school. We also present the point of view of the teacher who trains the graduate and the one who receives an autistic student in the classroom, with reflections about their training curricula that are imperfect in terms of inclusion, which generates situations of discomfort and frustration in their work. We continue to discuss how inclusive education strategies adopted by professors in the area of chemistry aimed at autistic students have stood out, even in the midst of a scarce bibliographic reference. Finally, we turn our attention to one of the main places where inclusion takes place: the school, with valuable discussions about the role that it has played in the inclusion of the autistic student.
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