O transtorno do espectro autista e os desafios na compreensão do sujeito : contribuições da teoria da subjetividade

• Ano de defesa: 2021
• Autor(a) principal: Silva, Karla Fernanda Wunder da
• Orientador(a): Santos, Bettina Steren dos
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Escola de Humanidades
• País: Brasil
• Palavras-chave em Português: Transtorno do Espectro Autista; Subjetividade
• Palavras-chave em Inglês: Teoria da Subjetividade; Autistic Spectrum Disorder; Subjectivity Theory; Subjectivity
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede2.pucrs.br/tede2/handle/tede/9736

This thesis investigated how two individuals diagnosed with Autistic Spectrum Disorder (ASD) are subjectively constituted. The Theory of Subjectivity by Fernando Gonzalez Rey and his collaborators was used as a theoretical framework to reflect on aspects of subjectivity, endorsing the individual and historical trajectory of the individual as a process for the subjective constitution. This study sought to understand the subjectivity as constitutive of the person with ASD, presenting as a general objective the development of a theoretical model that would generate intelligibility about the subjective constitution of two individuals diagnosed with ASD. In addition, it sought to understand how family relationships influence the constitution of the individual and to analyze how school experiences contribute to the constitution of subjectivity. For this purpose, a theoretical study was carried out in the area of Autism Spectrum Disorder (BOSA; LEAL & LUSTOSA; KANNER; ORRÚ; GRANDIN; FRITH) and in the Theory of Subjectivity. The epistemological perspective that sustains the work is the Qualitative Epistemology of González Rey, and the Constructive-Interpretative methodology, proposed by the same author, was used to build the information. Two boys diagnosed with ASD, Woody and Pequeno Príncipe, participated in this research. Their life histories were reconstructed through school documents, photographic records, films which they identified themselves and conversations with relatives. The timeframe of this investigation lasted approximately 1 year and 5 months, with meetings held with the relatives and with the subjects (two seasons of five hours with each participant and with their families). The instruments used were conversational dynamics with the participants and their families, observation of the subjects at home and at the school space, analysis of school data, analysis of case studies that were built during the research, analysis of graphic expressions and participants' audio made during the process. The interpretative construction is presented in the discussion of the two cases, with emphasis on the indicators and the integrative analysis of the formulated hypotheses. The study's conclusions point out that the constitution and the development of subjectivity are part of an individual process that happens throughout life, in combination with the subjective productions that the individual develops in his history. Likewise, the family and school spaces play a very important role in the constitution of the subjectivity of individuals, helping them to subjectify ASD in their lives and to enhance their possibilities of learning and belonging in the world.