Abstract
The study has as a theme the processes of signification experienced by autistic subjects in the social interactions they establish with others of their social group, problematizing the social interactions that involve the autistic child in the pedagogical context of an institution focused on Autism Spectrum Disorder. It is an empirical research carried out by means of video-recording of the relationship of these children with the teacher and his peers, which consisted in the observation of 20 episodes of activities involving learning situations of a group of 4 autistic children aged 6 And 10 years, of a classroom characterized as Elementary School. The discussions and preparation of the material were based on microgenetic analysis, confirming possibilities for the development and learning of autistic students in the relationships established in this context, an aspect that refers to the discussion about the practices used in the treatment of this disorder that do not favor social interactions.
Keywords:
Autism; social interaction; special education.