Prática docente junto a crianças com autismo: reflexões autobiográfica

Abstract

When it comes to autism and education, the presence of all subjects is the physical and physical space (VEIGA-NETO; LOPES, 2011). Diver from the comprehension of comprehensible and of their consequences, the present article traces, from the figure of the teacher, a discussion that seeks to problematize the sophisticated ones to exclude the problems of the people conditioned to the disorder of the autistic spectrum. Given this problematic, saber, reveals itself in the classrooms of the country as the way of subalternization of differentiation, the goal of becoming coherent on educational educators with autistic children. Starting from an autobiographical methodology (SOUZA, 2014), from experience as a reason for writing (LARROSA, 2002) and from an in-depth exercise of the gaze, created here in addition to the exercise of biological exercise, this work describes scenes invisibilized from school everyday Presidents for the spectator-author active the school for index such as integration does not given, but an process, the reelaboration continues the bases of the structure of the educational system in the institutions, as well as require the profound difference of economic functions, political, social, etc. As is commonly stated, an integrated naturalization (which addresses the statistics on the growth of the number of autistic persons) erodes the perception of the invisible mechanisms that operate in contrast to the quality, transforming the school into a stage where they unfold, if they are refined to exclude, although they are performed before our eyes, we are not able and we can not deal with them because the lights are perceiving them. In this way, it is concluded that the base is not a given, but the process encompasses, among others, and the following strategies: a) to know, b) to plan, c) to modify and d) to adapt.