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Autismo : desafios da interação social no contexto escolar da educação básica

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Bibliographic Details
Main Author: Batista, Lana Carla Vieira
Publication Date: 2025
Format: Master thesis
Language: por
Source: Repositório Institucional da UPF
Download full: https://repositorio.upf.br/handle/123456789/9758
Summary: This research, entitled “Autism: Challenges of Social Interaction in the Basic Education School Context”, was developed within the Graduate Program in Education at the University of Passo Fundo (PPGEDU/UPF) and is part of the Educational Processes and Language research line. Its development was guided by the following questions: What are the main challenges of interacting with autistic students in school? Could rethinking the notion of education by teachers and schools contribute to the development of students with Autism Spectrum Disorder (ASD)? In this sense, the research aimed to: (a) investigate the socialization processes of autistic students in Basic Education; (b) rethink pedagogical practices to improve the development of these students; (c) identify the main challenges faced by teachers in promoting the socialization of autistic students; and (d) analyze the theoretical contributions of Charlot and Biesta to reflect on inclusive practices. The qualitative research adopted a bibliographical approach and hermeneutic methodology, meaning the texts covered were interpreted by the researcher. The first chapter introduces the work, presenting the research in its structural dimension, indicating the theme, the problem, the investigative methodology, the theoretical references adopted, and the results achieved. The second chapter addresses autism, its legal, technical, and social definitions, providing a presentation based on concepts of Autism Spectrum Disorder, its general characteristics, behavioral tendencies, and the impact of these aspects on interactions with others, especially in school settings. The third chapter is based on sociologist Bernard Charlot's work, “On the Relation to Knowledge: Elements for a Theory”. In it, the author demonstrates that the meaning of the relationship with knowledge is intrinsically linked to the human need to learn. This need arises from the very experience of being in the world, allowing us to investigate how individuals relate to knowledge. In this sense, it is possible to understand that this relationship is not only cognitive, but also affective, social, and existential. Bernard Charlot's (2000) notion of education gains greater vitality when combined with Gert Biesta's (2021) critique of the notion of learning: together, both theories contribute significantly to updating a notion of education that better contributes to the development of autistic students. The fourth chapter is initially dedicated to Biesta's theory and, subsequently, by associating the theoretical elements of this author with Charlot, seeks to defend another notion of education, demonstrating its contributions to the social interactions between autistic students and their neurotypical peers. It is concluded that the notion of education, once redefined in Charlot and Biesta's terms, significantly fosters autistic students' perspective of interaction and relationship with knowledge. In this sense, the development of autistic students requires that identity construction and social participation be fostered while respecting the uniqueness of each individual.

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