O autismo para além de um corpo de sintomas: uma análise sobre políticas públicas de inclusão e os processos educacionais

Abstract

This dissertation has as main objective to identify and analyze the pedagogical practices of teachers of early childhood education in the municipal network of Montes Claros, based on public policies for the inclusion of children identified with autism.We start from the premise that autism is beyond of a diagnostic disorder of neurodevelopment, surprassing the idea of a body of nosological symptoms, according to the hegemonic, political and scientific discourse prevailing today, about these children. We understand these subjects based on a clinical structure, a way of being in the world, a psyche marked by the possibilities of affective, social and educational constitutions and, therefore, accessible to interventions.The research is based on a qualitative approach, with bibliographic research on authors such as Foucault (1980, 2008, 2009), Dreyfus and Rabinow (2010), Mantoan (2006), Vasques (2012; 2015), Jerusaleminsky (1984, 2010, 2011), Kupfer (2001,1989), Freud (2006) Lacan (1998) and others.The problem that guided this work of how the public policies of inclusive education, referring to autism, have been supporting the pedagogical practices of teachers of early childhood education in the municipal network of Monte Claros, was investigated through the study in specialized literature, normative devices and by through the analysis of data collected in the field of this research, of 35 teachers of Early Childhood Education from 08 Municipal Centers for Early Childhood Education (acronym in portuguese as CEMEI). The analysis of the data was projected by Bardin's content analysis (2011), which made it possible to perceive that the investigated teachers have significant difficulties in dealing with the educational processes of children identified with autism, their languages and their social, affective and subjective relationships. It was also noticed that the knowledge that has been supporting their daily pedagogical practices is, most of the time, under the domain of medical sciences, according in the current public policies of special education, confirming the thinking that, increasingly, classrooms have been based on a positivist paradigm of medical and psychiatric scientificity.This research was extremely important for the formation of a more critical and reflective knowledge of the researcher about related themes and, also, as a way to contribute with other researches in the area, in the face of a current educational scenario, marked by setbacks and permeated by abusive use of diagnoses and reports in schools, in the form of educational public policies for inclusion.