O corpo ganha lugar na educação inclusiva: um olhar para a motricidade no transtorno do espectro do autismo (TEA)

Abstract

This research concerns to Autism Spectrum Disorder (ASD) children and adolescents teaching-learning process Disorder(ASD) children and adolescents with emphasis on the student’s potential and not what is lacking. The main aims of this study are for analyzing the importance of motor skills for the ASD learner to develop, as well as to discuss the inclusive perspective and to reflect on the traditional teaching method and on a teaching that treats the body in a perspective seen in a broader and less stereotyped language , referring to Henri Wallon readings who guides the work with the human being in a global way, Vigotski and the man’s conception as someone who transforms and is transformed in relationships arising from a particular culture , respecting and recognizing the differences, and Michel Foucault regarding the “ discipline and docile bodies notion” due to the fact that the school is compared to the barracks, prisons, hospitals, because of employed hierarchy and normalizing sanctions. The body that wins its place in Education, is the one whose conception was already full of uncertainties and criticisms; it could be related to the whole body, but it is the ASD that assumes its position in this intellectual and physical context, transforming a rooted biomedical paradigm for so long, in an emancipatory conception in the educational scenarium. To carry out this present study, a public school in Duque de Caxias municipal network, located in the 3rd District, was chosen because it was the 2nd Special Inclusive Education Pole, the first teaching unit to be adapted in the 1990s for classes implementation. According to Berenice Piana Law or Law N.12764/12 among other legislations addressed in this research, ASD had ensured its right to all inclusion policies in the country. The study perspective was to promote na awareness around ASD as well as to optimize his school inclusion. As Methodology Participative Observation was carried out and aided by a Fieldwork notebook, semi-structured interviews with the heads and regular classes and Specialized Educational Service (SES) teachers in order to analyze ASD knowledge construction and its relationship among what is experienced at school and family. The researched school gives to the educator an opportunity for experiencing different approaches putting himself in students with Autism’s place helping them to Interact without impositions, respecting their singularities, as well as listen to the families, according to obtained results, opening space for conceptions, methodologies and perspectives for ASD students inclusive education.