Psychoeducational approach of children with ASD: a cultural-historical perspective of Subjectivity
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Educação Especial (UFSM) |
Texto Completo: | http://periodicos.ufsm.br/educacaoespecial/article/view/84818 |
Resumo: | This paper discusses, from the perspective of Qualitative Epistemology and González Rey's Theory of Subjectivity, some considerations in relation to the psychoeducational approach with children diagnosed with ASD. To achieve this objective, the way in which diagnosis is conceived within the approximation of subjectivity is critically debated, highlighting the possibilities of subjective development in children with ASD, beyond pathologization and exclusion. Subsequently, the principles of Qualitative Epistemology are presented, namely: dialogicity, singularity and the constructive-interpretative character of scientific knowledge. The methodology used in this type of approach is constructive-interpretative, characterized by a dynamic and dialogic conception of the field and the instruments developed with the participants. In addition, the methodological value of concepts such as conjecture, indicator, hypothesis and theoretical model is shown, which are part of the configurational logic of the production of scientific/professional knowledge that favors the subjective development of children. As a final result, the heuristic value of subjectivity as a theoretical and methodological perspective that gives rise to emotion, the quality of the links between teachers, students and the school community and the promotion of children with ASD as agents and subjects of their experience is shown. |
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Psychoeducational approach of children with ASD: a cultural-historical perspective of SubjectivityAbordagem psicoeducacional de crianças com TEA: uma perspectiva cultural-histórica da SubjetividadeAbordaje psicoeducativo de niños/as con TEA: una perspectiva histórico-cultural de la SubjetividadTEASubjetividadeDesenvolvimento infantilTrastorno de espectro autistaSubjetividadDesarrollo infantilASDSubjectivityChild developmentThis paper discusses, from the perspective of Qualitative Epistemology and González Rey's Theory of Subjectivity, some considerations in relation to the psychoeducational approach with children diagnosed with ASD. To achieve this objective, the way in which diagnosis is conceived within the approximation of subjectivity is critically debated, highlighting the possibilities of subjective development in children with ASD, beyond pathologization and exclusion. Subsequently, the principles of Qualitative Epistemology are presented, namely: dialogicity, singularity and the constructive-interpretative character of scientific knowledge. The methodology used in this type of approach is constructive-interpretative, characterized by a dynamic and dialogic conception of the field and the instruments developed with the participants. In addition, the methodological value of concepts such as conjecture, indicator, hypothesis and theoretical model is shown, which are part of the configurational logic of the production of scientific/professional knowledge that favors the subjective development of children. As a final result, the heuristic value of subjectivity as a theoretical and methodological perspective that gives rise to emotion, the quality of the links between teachers, students and the school community and the promotion of children with ASD as agents and subjects of their experience is shown.Este trabalho discute, sob a perspectiva da Epistemologia Qualitativa e da Teoria da Subjetividade de González Rey, algumas considerações em relação à abordagem psicoeducacional com crianças diagnosticadas com TEA. Para alcançar esse objetivo, debate-se criticamente o modo como o diagnóstico é concebido na aproximação da subjetividade, destacando as possibilidades de desenvolvimento subjetivo em crianças com TEA, para além da patologização e exclusão. Em seguida, são apresentados os princípios da Epistemologia Qualitativa, a saber: dialogicidade, singularidade e o caráter construtivo-interpretativo do conhecimento científico. A metodologia utilizada nesse tipo de abordagem é construtivo-interpretativa, caracterizada por uma concepção dinâmica e dialógica do campo e dos instrumentos desenvolvidos com os participantes. Além disso, mostra-se o valor metodológico de conceitos como conjectura, indicador, hipótese e modelo teórico, que fazem parte da lógica configuracional da produção de conhecimento científico/profissional que favorece o desenvolvimento subjetivo das crianças. Como resultado final, mostra-se o valor heurístico da subjetividade como perspectiva teórico-metodológica que dá origem à emoção, à qualidade dos vínculos entre professores, alunos e comunidade escolar e à promoção da criança com TEA como agente e sujeito de sua experiência.Este trabajo discute, desde la perspectiva de la Epistemología Cualitativa y la Teoría de la Subjetividad de González Rey, algunas consideraciones en relación al abordaje psicoeducativo con población infantil diagnosticada con TEA. Para lograr este objetivo, se debate críticamente la forma en que se concibe el diagnóstico dentro de la aproximación de la subjetividad, destacando las posibilidades de desarrollo subjetivo en niños (as) con TEA, más allá de la patologización y la exclusión. Posteriormente, se presentan los principios de la Epistemología Cualitativa, a saber: la dialogicidad, la singularidad y el carácter constructivo-interpretativo del conocimiento científico. La metodología empleada, en este tipo de abordajes, es la constructivo-interpretativa, caracterizada por una concepción dinámica y dialógica del campo y de los instrumentos desarrollados con los participantes. Se muestra, adicionalmente, el valor metodológico que tienen conceptos tales como conjetura, indicador, hipótesis y modelo teórico, los cuales forman parte de la lógica configuracional de producción de conocimiento científico/profesional favorecedor del desarrollo subjetivo de los niños/as. Como resultado final, se muestra el valor heurístico de la subjetividad como perspectiva teórica y metodológica que da lugar a la emoción, a la calidad de los vínculos entre docentes, estudiantes y la comunidad escolar y a la promoción de los niños con TEA como agentes y sujetos de su experiencia.Universidade Federal de Santa Maria2023-12-14info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttp://periodicos.ufsm.br/educacaoespecial/article/view/8481810.5902/1984686X84818Special Education Magazine; Vol. 36 No. 1 (2023): Revista Educação Especial – Publicação Contínua – Qualis – A2; e72/1-25Revista de Educación Especial; Vol. 36 Núm. 1 (2023): Revista Educação Especial – Publicação Contínua – Qualis – A2; e72/1-25Revista Educação Especial; v. 36 n. 1 (2023): Revista Educação Especial – Publicação Contínua – Qualis – A2; e72/1-251984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/84818/62745http://periodicos.ufsm.br/educacaoespecial/article/view/84818/62746Copyright (c) 2023 Revista Educação Especialhttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessPatino Torres, Jose Fernando2024-01-23T12:28:39Zoai:ojs.pkp.sfu.ca:article/84818Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2024-01-23T12:28:39Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Psychoeducational approach of children with ASD: a cultural-historical perspective of Subjectivity Abordagem psicoeducacional de crianças com TEA: uma perspectiva cultural-histórica da Subjetividade Abordaje psicoeducativo de niños/as con TEA: una perspectiva histórico-cultural de la Subjetividad |
title |
Psychoeducational approach of children with ASD: a cultural-historical perspective of Subjectivity |
spellingShingle |
Psychoeducational approach of children with ASD: a cultural-historical perspective of Subjectivity Patino Torres, Jose Fernando TEA Subjetividade Desenvolvimento infantil Trastorno de espectro autista Subjetividad Desarrollo infantil ASD Subjectivity Child development |
title_short |
Psychoeducational approach of children with ASD: a cultural-historical perspective of Subjectivity |
title_full |
Psychoeducational approach of children with ASD: a cultural-historical perspective of Subjectivity |
title_fullStr |
Psychoeducational approach of children with ASD: a cultural-historical perspective of Subjectivity |
title_full_unstemmed |
Psychoeducational approach of children with ASD: a cultural-historical perspective of Subjectivity |
title_sort |
Psychoeducational approach of children with ASD: a cultural-historical perspective of Subjectivity |
author |
Patino Torres, Jose Fernando |
author_facet |
Patino Torres, Jose Fernando |
author_role |
author |
dc.contributor.author.fl_str_mv |
Patino Torres, Jose Fernando |
dc.subject.por.fl_str_mv |
TEA Subjetividade Desenvolvimento infantil Trastorno de espectro autista Subjetividad Desarrollo infantil ASD Subjectivity Child development |
topic |
TEA Subjetividade Desenvolvimento infantil Trastorno de espectro autista Subjetividad Desarrollo infantil ASD Subjectivity Child development |
description |
This paper discusses, from the perspective of Qualitative Epistemology and González Rey's Theory of Subjectivity, some considerations in relation to the psychoeducational approach with children diagnosed with ASD. To achieve this objective, the way in which diagnosis is conceived within the approximation of subjectivity is critically debated, highlighting the possibilities of subjective development in children with ASD, beyond pathologization and exclusion. Subsequently, the principles of Qualitative Epistemology are presented, namely: dialogicity, singularity and the constructive-interpretative character of scientific knowledge. The methodology used in this type of approach is constructive-interpretative, characterized by a dynamic and dialogic conception of the field and the instruments developed with the participants. In addition, the methodological value of concepts such as conjecture, indicator, hypothesis and theoretical model is shown, which are part of the configurational logic of the production of scientific/professional knowledge that favors the subjective development of children. As a final result, the heuristic value of subjectivity as a theoretical and methodological perspective that gives rise to emotion, the quality of the links between teachers, students and the school community and the promotion of children with ASD as agents and subjects of their experience is shown. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-12-14 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/84818 10.5902/1984686X84818 |
url |
http://periodicos.ufsm.br/educacaoespecial/article/view/84818 |
identifier_str_mv |
10.5902/1984686X84818 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/84818/62745 http://periodicos.ufsm.br/educacaoespecial/article/view/84818/62746 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2023 Revista Educação Especial https://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2023 Revista Educação Especial https://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf text/html |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
dc.source.none.fl_str_mv |
Special Education Magazine; Vol. 36 No. 1 (2023): Revista Educação Especial – Publicação Contínua – Qualis – A2; e72/1-25 Revista de Educación Especial; Vol. 36 Núm. 1 (2023): Revista Educação Especial – Publicação Contínua – Qualis – A2; e72/1-25 Revista Educação Especial; v. 36 n. 1 (2023): Revista Educação Especial – Publicação Contínua – Qualis – A2; e72/1-25 1984-686X reponame:Revista Educação Especial (UFSM) instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Revista Educação Especial (UFSM) |
collection |
Revista Educação Especial (UFSM) |
repository.name.fl_str_mv |
Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
educacaoespecial@smail.ufsm.br||clenioberni@gmail.com |
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1799944197616173056 |