Criança, inclusão e transtorno do espectro autista : contribuições da teoria histórico-cultural e da sociologia da infância

Abstract

This study aims to point out contributions of historical-cultural theory and Sociology of Childhood in future academic research related to the inclusive education of children with Autistic Spectrum Disorder. This objective unfolded into: systematically review research on educational inclusion of children with ASD on digital platforms; characterizing the historical-cultural theory and the perspective of the Sociology of Childhood regarding the conception of childhood related to human development, education and disability; to establish contributions from historical-cultural theory and Sociology of Childhood in studies on the educational inclusion of children with Autistic Spectrum Disorder. In order to conduct this theoretical study, we made, in a first moment, bibliographic surveys to situate the State of the Art of the research that deals with the theme of the educational inclusion of children with Autistic Spectrum Disorder, in order to characterize them in main theoretical and methodological approaches and identified the preponderance of research based on the perspective of historical-cultural theory. With this, we seek to base the perspective of the historical-cultural theory by the studies Lev Vygotsky (1984, 1997), but also the perspective of the Sociology of Childhood, mainly by the studies of William Corsaro (2011) and Eric Plaisance (2005), as possibilities of theoretical and methodological approach. To this end, we situate both perspectives on concepts related to children, childhood, development, education, children with disabilities, and research with children. Our reflections have pointed out that it is not only possible but also necessary to rethink research on children with Autistic Spectrum Disorder in the school context, indicating the need for a plural and interdisciplinary look in theoretical terms, and in methodological terms, especially, it is suggested to think. in ways to do research that makes it accessible to their own direct participation in the construction of data about them, taking them as co-authors of the research.