Literature Research: learning, subjectivity and creativity in autistic children and the influences of external environments

• Autor(a) principal: Feliciano, Gláucio Diré
• Data de Publicação: 2024
• Outros Autores: Wojahn, Jaqueline Andrea
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista JRG de Estudos Acadêmicos
• Texto Completo: http://revistajrg.com/index.php/jrg/article/view/978
• topic: Aprendizagem; Subjetividade; Autismo; Ambientes; Criatividade; Learning; Subjectivity; Autism; Environments; Creativity

The authorial process refers to a person's ability to express their own unique voice and perspective through different forms of communication, such as writing, art and symbolic play. In autistic children, the authorial process can be influenced by a number of factors, including language abilities, specific interests and sensory sensitivities. Exploring and supporting the authorial process in autistic children is crucial to promoting self-expression, autonomy and personal identity. In addition to individual aspects, external environments play a significant role in the development and well-being of autistic children. This includes both the physical environment, such as the classroom and the home, and the social environment, such as interactions with peers, family members and health professionals. The literature reviewed highlights the importance of inclusive environments that are sensitive to the needs of autistic children and that promote learning, creativity and positive identity development. In short, the interaction between learning, subjectivity and creativity in autistic children is a complex and multifaceted field that deserves significant attention from researchers, educators and health professionals. By better understanding these processes and influences, we can develop more effective and inclusive approaches to support the development and well-being of autistic children, enabling them to reach their full potential and contribute meaningfully to their lives.