A constituição da subjetividade na mediação do desenvolvimento e aprendizagem de pessoas autistas

Abstract

This research aimed to understand how the subjectivity of family members, pedagogical teachers, and psychopedagogues reverberates in work oriented towards the development and learning of autistic individuals. Grounded in Historical-Cultural Psychology and the Qualitative Epistemology and Subjectivity of González Rey (2017), the investigation adopted a qualitative approach, using Conversational Dynamics, Pedagogical Letters, and the Singular Dialogue Daily Album as data collection instruments, which allowed for the emergence of narratives laden with subjective meanings. The analysis was based on the construction of information and its interpretation, allowing us to understand the bonds and emotions that permeate the development and learning process of autistic individuals. The results showed that autistic individuals develop within a network of affective and social relationships that involve family, school, and clinical settings, with dialogue between these contexts being essential for the process to become meaningful. It was found that collaborative work between educators and psychopedagogues enhances development and learning, especially when guided by sensitive listening, adapting strategies, and valuing the individual's uniqueness. The emotions experienced by the participants revealed both challenges and frustrations as well as feelings of love, empathy, and hope. It is concluded that understanding the subjectivity involved in this process is essential for building truly inclusive, affective, and transformative educational practices. This research is especially aimed at education professionals, psychopedagogues, families, and students who seek to understand autism beyond the diagnosis. It is hoped that the reflections presented here may inspire other research, as well as more empathetic, inclusive, and transformative practices in which affection and dialogue are the starting point.