Estudantes autistas e suas relações na escola: uma perspectiva dialógica sobre o desenvolvimento do self

Pacheco, Raquel; Freire, Sandra Ferraz de Castillo Dourado

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Sumário

ARTICLES • Pro-Posições 32 • 2021 • https://doi.org/10.1590/1980-6248-2019-0078EN copiar

Estudantes autistas e suas relações na escola: uma perspectiva dialógica sobre o desenvolvimento do self

Autoria SCIMAGO INSTITUTIONS RANKINGS

Resumo

Este trabalho teve como principal objetivo investigar como as relações estabelecidas na escola participam da constituição do self dos sujeitos autistas. Fizemos um estudo de caso múltiplo com três crianças autistas de 7 a 14 anos matriculadas em uma escola da rede pública. No total, tivemos onze participantes, duas professoras, uma coordenadora, uma monitora, cinco crianças autistas (três meninos e duas meninas), além de mais duas meninas não autistas. Durante o período de seis meses, foram feitas entrevistas com os adultos, observações naturalísticas das situações escolares (como sala de aula e recreio) e observação direta durante uma dinâmica com todas as crianças participantes. À luz das teorias de uma perspectiva dialógico-cultural, foi possível analisar nossas descobertas com base em uma estrutura de posições-I, posições do self, para cada sujeito participante. A partir da convergência de cada uma das posições possíveis de todos os sujeitos, chegamos a três eixos de relacionamento: brincar, ajudar e cuidar.

Palavras-chave
educação inclusiva; autismo; psicologia cultural; self dialógico

Case	Participants	Description	Activity
Camila, Gustavo, and Max	Elza	Coordinator	Interview Naturalistic Observation in the classroom and recess
Camila	Camila	Autistic student Special class 7 years old	Naturalistic Observation in the classroom and recess Direct observation in group activity with other children
	Mônica	Teacher Special class	Interview Naturalistic Observation in the classroom and recess
	Mateus	Autistic student Camilla’s colleague Special class 7 years old	Naturalistic Observation in the classroom and recess Direct observation in group activity with other children
Gustavo & Max	Gustavo	Autistic student Regular class 13 years old	Naturalistic Observation in the classroom and recess Direct observation in group activity with other children
	Max	Autistic student Regular class 14 years old	Naturalistic Observation in the classroom and recess Direct observation in group activity with other children
	Joana	Teacher Regular Class 5th grade	Interview Naturalistic Observation in the classroom and recess
	Yasmin	Autistic student Max’s and Gustavo’s colleague Regular class 14 years old	Naturalistic Observation in the classroom and recess
	Maíra	Gustavo’s friend from 3rd grade 9 years old	Naturalistic Observation in the classroom and recess Direct observation in group activity with other children
	Jade	Gustavo’s and Max’s colleague Regular class 11 years old	Naturalistic Observation in the classroom and recess Direct observation in group activity with other children
Max	Amanda	5th grade pedagogical assistant Special Ed. Assistant Max and Yasmin	Interview Naturalistic Observation in the classroom and recess

Specific Objective	Method	Procedure
Describing schooling processes at the field research site with a focus on inclusive practices	Institutional mapping; Document analysis; Interviews; Naturalistic observations	Thematic analysis of public policies that interfere with the schooling of autistic people and the political and pedagogical project of the chosen school; Identifying teaching and schooling practices with focus on autistic persons
Investigating the educators’ meanings about the subjectivity of their autistic students and their interactions with their colleagues and with the school community	Semi-structured interviews	Content analysis; Identification of I-positions
Analyzing how the dynamics of positioning of each subject occurs in relation to school practices	Semi-structured interviews; Direct observations of group dynamics; Naturalistic Observations	Establishing relations between observed practices and identified I-positions

	Caring	Helping	Playing
Teacher	Loving the students; Seeing students developing as a passion; Being affectionate with the students (mostly hugging)	Helping with going to the bathroom and other hygiene needs; Giving positive reinforcement for a job well done	Telling jokes and stories to the students; Being a “rebel” with the students
Special Ed Assistant	Loving the students; Getting affected by the students’ well-being	Helping with going to the bathroom and other hygiene needs; Helping to tie shoe; Helping with class activities; Teaching the students how to take care of their needs; Giving positive reinforcement for a job well done	Telling jokes and stories to the students
Peer / Friend	Loving the students; Holding hands; Hugging; Being responsible for the autistic child during recess; Asking permission for the teacher to be with the autistic child in recess	Being responsible for getting the ear muffler; Being responsible for taking a student on a walk; Helping with class activities	Teaching how to play a game; Calling others to play with them

UNICAMP - Faculdade de Educação Av Bertrand Russel, 801, 13083-865 - Campinas SP/ Brasil, Tel.: (55 19) 3521-6707 - Campinas - SP - Brazil
E-mail: proposic@unicamp.br

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Responsible editor: Ana Lúcia Horta Nogueira. https://orcid.org/0000-0002-2913-6409