Resumo:
Autism Spectrum Disorder (ASD), when understood as a dysfunction or deviation, continues to be marked by social stigmas that hinder access to rights and ethical care. In the context of health education, still dominated by a biomedical model, these views tend to be reinforced. This study aimed to understand how health students perceive ASD and how such perceptions may contribute to either the reproduction or the confrontation of social stigmas about autism. This qualitative, exploratory research was conducted with 29 undergraduate students from a public institution of higher education. Data were collected through a self-administered online questionnaire, created via Google Forms, and analyzed using the content analysis technique Three thematic categories were revealed: (1) Academic training on ASD; (2) Perceptions and representations of people with ASD; and (3) Inclusion proposals and improvement of training. The data revealed a variety of experiences and perceptions at times marked by stereotypes, at other times by efforts to overcome them. Students who reported personal experiences, close relationships with people with ASD, or participation in university extension activities demonstrated greater sensitivity and critical thinking, highlighting the potential of shared experience as an educational tool. Confronting stigma requires more than technical knowledge: it demands ethical engagement, inclusive practices, and training that recognizes difference as a source of strength, not as a deficiency.
