Senses constructed in the dialogic dynamic between a student with autism spectrum disorder and his teacher

• Autor(a) principal: Novaes, Daniel
• Data de Publicação: 2019
• Outros Autores: Freitas, Ana Paula de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação Especial (UFSM)
• Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/34596
• topic: Cultural historical approach; Autism spectrum disorder; Teaching relationships.; Perspectiva histórica cultural; Trastorno del espectro autista; Relaciones de enseñanza.; Perspectiva histórico cultural; Transtorno do espectro autista; Relações de ensino.

Theoretically and methodologically guided by the cultural-historical approach, this study aimed at unveiling evidence of the process of transformation of a student with Autism Spectrum Disorder (ASD) and his teacher, focusing on the dialogical dynamics between them. The goal was to investigate how, through words, gestures, and actions, students and teachers are giving new meanings to pedagogical activities in the context of the special education school. The research data were gathered by means of filming, with later transcription; the microgenetic analysis looked for evidence of the phenomena under study and contributed to the reflection about the ways by which participants acted and together (re) signified the current events. Through an educational work guided by Cultural Historical approach, the other’s word and by new ways of assigning meanings to the deficits arising from biopsychosocial factors involving the ASD condition, it was possible to transform the stereotypes that historically constitute these subjects.