Deficit or difference? A study on autism in educational research

• Autor(a) principal: Wuo, Andrea Soares
• Data de Publicação: 2019
• Outros Autores: Yaedu, Fabiana Batista, Wayszceyk, Sheila
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação Especial (UFSM)
• Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/38975
• topic: Autism; Critical studies; Educational research.; Autismo; Estudios críticos; Investigación educativa.; Autismo; Estudos críticos; Pesquisa educacional

Autism was identified around 1940 and since then its approach has been based on diagnostic criteria that explain it from difficulties, deficits or delays, according to the medical model. From the 2000s onwards, other ways of thinking about autism, such as the neurodiversity movement, emerge in order to overcome the dichotomies between normal and pathological and to understand autism as difference. Based on the critical studies on autism, this article sought to analyse, through literature review, the explanations on autism in theses and dissertations on school inclusion, produced between 2008 and 2018. There were 106 productions, 52 related to the area of education and 22 that composed the corpus of that article. The researches were categorized from two models: medical and critical. The results show that most of the studies are guided by the medical model and, among those who fall into the category "critical model", the explanations are based on different theoretical approaches, such as phenomenology, historical-cultural psychology and psychoanalysis. Analyzing the research brought a multiplicity of narratives about autism and the perception that it is necessary to break with the naturalization of the discourses and the hierarchy of the natural sciences over the human sciences, guaranteeing the recognition of the other as subject of rights and social actor.