Limit situations, (stated by Paulo Freire) taken as concrete realities, can be interpreted as obstacles that hinder humans from accomplishing their vocation of being, even more in certain unfinished present and future, they are situations that lead to rigidity or to resort to limit acts to overcome them. Inside a school in Bogotá, and throughout an exploratory study and the use of some ethnographic techniques, such as observation, interviews, and a process of pedagogical social mapping, an exploration over the educational duty of 5 teachers of a student with autism is carried out. The study is developed based on certain postulates from Paulo Freire related to limit situations and banking education. In here, reality is the main source to expose limit situations that dehumanize, objectify and announce limit acts performed by the teachers as intervention to several arising situations. As a conclusion, given that the student with autism has been included in a regular school, he, as well as his teachers, go through limit situations that objectify and dehumanize them, impeding them being more, due to the fact that inside the school vestige of a banking education still remains and, the student is considered as being ill or holding a deficiency that prevents him from learning.