Aspectos relacionais da criança com autismo em situação de brincadeira
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Data
2019-05-31
Autores
Araujo, Fabiana Zanol
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Universidade Federal do Espírito Santo
Resumo
In several descriptions of a child with autism it is pointed out that the way of relating
and playing of these children demonstrates a very restricted and quite peculiar way,
due to the serious general impairment of their psyche. This situation directed this
study to the relational aspects of children with autism, considering that the biological
factors are not immutable. Behavioral transformations occur from the insertion of
these children in sociocultural environments and in the belief of human potential.
Thus, the study aims to understand the relational aspects of children with autism in a
university playroom. The research aims to identify the relationships between children
with autism and adults in an inclusive context, and to analyze the relational aspects
of autistic children with their peers in playing games. It is a qualitative research of the
case study type, based on the historical-cultural approach. In order to carry out the
case study, it uses the database organized by the counselor of this study that carries
out a broader research, entitled "The playing time of the child with autism in the toy
library: inclusion, pedagogical mediation and language", which began in March 2016,
with a duration of three years. The organized database contains 24 classes
conducted during the period from March to November of 2016, with video recordings,
a routine diary, photographs and semi-structured interview with the relatives of
children with autism who are members of the study. The participants were 17 children,
aged between three and six years old. Ten non-disabled children from a Center for
Early Childhood Education, six with autism and one with Down syndrome, all from
the City of Vitória/ES. The children were assisted by 13 trainees of the Physical
Education Course, in a weekly meeting, every Thursday, from 2 to 3 pm. During the
playing time, trainees took on the role of leading the class, accompanying children
with disabilities and recording lessons through video recording and photographs.
Throughout the investigation phase, two categories recurrently appeared, namely:-
the constitution of bonds, to analyze the interaction of the child with autism with the
adult during playing time; - the body dimension in its experiential space-time
subcategory of the child with autism in the relationship with their playmates, to
analyze the interaction of the child with autism with colleagues. The results show that,
in the category of bonding, what is perceived is that, while the child with autism does
not establish bond with the adult, its actions with the environment becomes poor,
limited only to its interests; and when the child with autism establishes a relationship
of bond with the adult, its actions with the environment is enriched, expanding its
possibilities to feel, to think and to act. With regards to the category of the corporal
dimension, after configuring the bond with the adult, the interaction of the child with
autism with his peers, toys and games is increased. Through the proxemic analysis,
which consists in the analysis of the personal occupation of the social space by the
child itself, it is perceived that there is a social distancing of the children with autism
in relation to the peers. However, some situations and actions have been identified
and have contributed to reduce this physical distance to the personal and intimate
levels, those are: the solidarity and friendship, the establishment of new friendships,
the difference / diversity issues and collaborative actions. The study reveals that by
inserting in the pedagogical activities the interaction between children with and
without disabilities / autism, it becomes necessary to recover values and knowledge
that include the body and its expressions, movement, gesture, affection, emotions,
playfulness and enchantment, as well as values and knowledge capable of dealing
with differences. Therefore, it is important to motivate children to learn by the
meaning manner, including the contributions they can make from their experiences,
and play as a driving force in the interaction of children.
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Palavras-chave
Physical Education , Childhood autism , Interaction , Playfulness , Educação Física , Autismo infantil , Interação , Brincadeira