Título:	A constituição do self em estudantes autistas : uma perspectiva dialógica sobre as relações eu-outro na escola
Autor(es):	Pacheco, Raquel Pereira
Orientador(es):	Freire, Sandra Ferraz de Castillo Dourado
Assunto:	Educação inclusiva Inclusão escolar - crianças - adolescentes Transtorno do Espectro Autista Subjetividade Crianças autistas
Data de publicação:	30-mar-2020
Data de defesa:	16-jul-2019
Referência:	PACHECO, Raquel Pereira. A constituição do self em estudantes autistas : uma perspectiva dialógica sobre as relações eu-outro na escola. 2019. 133 f, il. Dissertação (Mestrado em Educação)—Universidade de Brasília, Brasília, 2019.
Abstract:	This work aimed to investigate how the relationships established in the school affect the self constitution of autistic subjects. From this objective, it was possible to describe schooling processes in the field research site focusing on inclusive practices; investigate educators' meanings about the subjectivity of their autistic students and their interactions with their peers and the school community; and analyze how the positioning dynamics of each subject occurs in relation to school practices. We conducted a multiple case study with three autistic children aged 7 to 14 enrolled in a public school. In total, we had 11 participants, two teachers, a coordinator, a monitor, 5 autistic children, plus two non- autistic children. During the 6-month period, interviews were conducted with adults, naturalistic observations of school situations (such as the classroom and playground) and direct observation during a dynamic with the participating children. From a dialogical-cultural perspective, it was possible to analyze our findings based on an I-position framework, for each participating subject. From the convergence of each of the possible positions of all subjects, we come to three relationship axes: to play, to help and to take care of, which also permeate the triad of Inclusive meaning v. Special v. Regular. The to play axis focuses mainly on the playful and horizontal relations between two subjects; the to help axis focuses on relationships based on objective and direct support and support, such as pedagogical activities; and the to take care of axis focuses on affective and caring relationships. The to play axis is mainly populated by child-child relations, being disadvantaged by the role of educators within the school. The to help axis is observed in the relations with all subject profiles, which presents the greatest diversity of positions; In this respect, we observe that the most common relationship is an educator (monitor or teacher) or a non-autistic peer who gives help and support to an autistic child. The to take care of axis is also established in all subjects, but it takes different forms according to their profile and age difference. When this relationship occurs between an educator and a child, it manifests as an almost maternal care, while it occurs between two children, it manifests with concern and attention to the other. After analyzing each of the axes and their relations, it was possible to establish a series of propositions to conclude this case study: 1) the inclusion, as a cultural phenomenon, is both individual and collective, since Attention is needed to individual needs and differences, but a change in the structure and attitude of the community around this different individual is also required. 2) The word include has different meanings for each subject, but it permeates the concepts of equality, normality and difference. There is no consensus on how to treat this difference, some choosing to value it, as all are different; and others choosing to ignore them because they are all normal. 3) School culture does not favor Play relations between two children when one of them is autistic, impacting on the social development of those involved. Until autistic children connect with their neurotypical peers, we are also losing possibilities for development within a playful relationship. 4) Understanding the external positions of the self is not enough to analyze the sense of belonging in the school culture, but it helps us to better understand how the structure of the school (not only physical, but practices, bureaucracies and relationships) impacts on the role. in which educators, autistic children and non-autistic children establish within the school community. From these four propositions, we conclude that school culture channels I-positions, mainly by the collective creation of meanings involving students called special, included or regular.
Unidade Acadêmica:	Faculdade de Educação (FE)
Informações adicionais:	Dissertação (mestrado)—Universidade de Brasília, Faculdade de Educação, Programa de Pós-Graduação em Educação, 2019.
Programa de pós-graduação:	Programa de Pós-Graduação em Educação
Licença:	A concessão da licença deste item refere-se ao termo de autorização impresso assinado pelo autor com as seguintes condições: Na qualidade de titular dos direitos de autor da publicação, autorizo a Universidade de Brasília e o IBICT a disponibilizar por meio dos sites www.bce.unb.br, www.ibict.br, http://hercules.vtls.com/cgi-bin/ndltd/chameleon?lng=pt&skin=ndltd sem ressarcimento dos direitos autorais, de acordo com a Lei nº 9610/98, o texto integral da obra disponibilizada, conforme permissões assinaladas, para fins de leitura, impressão e/ou download, a título de divulgação da produção científica brasileira, a partir desta data.
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