O enunciado escrito no Transtorno do Espectro do Autismo : um estudo da subjetividade
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| Publikationsdatum: | 2025 |
| Format: | Bachelor thesis |
| Sprache: | por |
| Quelle: | Repositório Institucional da UPF |
| Download full: | https://repositorio.upf.br/handle/123456789/10050 |
Zusammenfassung: | This article investigates how Émile Benveniste’s theory of enunciation can contribute to understanding the constitution of subjectivity in students with Autism Spectrum Disorder (ASD), taking writing as a privileged site of analysis. Grounded in the Benvenistian notion that the subject emerges in and through language, the study examines enunciation as a space where singularity manifests itself, shifting the focus from the communicative difficulties traditionally associated with ASD to the subject’s own modes of meaning-making. The research articulates three theoretical domains: (i) the theory of enunciation, which frames the relationship among subject, language, and discourse; (ii) clinical-linguistic studies on language disorders, particularly the contributions of Cardoso and Flores, which highlight the subjective dimension present in atypical forms of enunciation; and (iii) diagnostic and descriptive literature on ASD, such as the DSM-5, which situates the linguistic and cognitive heterogeneity of autistic individuals. Writing is discussed both as process and as product of the enunciative act, functioning as a surface where subjectivity becomes inscribed. Lexical choices, unconventional syntactic arrangements, repetitions, and atypical graphic configurations are interpreted as traces of the speaker’s gesture. By analyzing the writing of children with ASD through this lens, the study proposes an approach that recognizes their productions as legitimate enunciations rather than deficits, emphasizing the symbolic richness of their singular modes of language. Thus, the work contributes to inclusive educational practices by offering theoretical foundations that help teachers and researchers understand the autistic subject as an agent of meaning and a producer of discourse within the school environment. |