Abstract
<jats:p>This article investigates the factors that arouse the interest of autistic children during the learning process, seeking to challenge and deconstruct prejudices often associated with them in social discourse. Thus, through a theoretical analysis, based on scientific articles and books, we explore how the educational environment can be structured to better meet the needs and potential of these students, promoting a more engaging and inclusive learning experience, which is based on the process of breaking these bonds predetermined by society. Therefore, in this sense, the act of exploring and interconnecting the desires of these students and their specificities with a rich, beneficial educational environment free from social constraints is “tied” to an ideal that this research seeks to demonstrate, where the subject becomes his own guide during the learning process, and no longer the prejudices linked to them.</jats:p>