Ressonâncias autobiográficas em educação : narrativas de uma professora-mãe sobre o autismo

Abstract

This thesis results from the master’s research developed in the Postgraduate Studies in Education of the Federal University of Mato Grosso, University Campus of Rondonópolis (PPGEdu/UFMT/CUR) in the Line of Research Infancy, Youth and Contemporary Culture: rights, policies and diversity. The research proposed, as far as objective, to narrate, in a critic, reflexive and sensitive way my experiences with a child with Autism Spectrum Disorder, since birth up to 6 years of age, period in which I end the research. The theme is the autobiographical narrative of a woman-teacher-mother of a child with autism and its impacts with an education of sensitivity. The problem which propelled the research was formulated as such: In what way can an autobiographical narrative of a teacher of Specialized Education Service and mother of a child with autism contribute to an education of sensitivity? The theoretical reference arises from the phenomenology of Merleau-Ponty (1999, 2002, 2009) and Marcos Ferreira-Santos (2004, 2012, 2014, 2017), in a dialogue with the methodological perspectives of the autobiographical narrative of Josso (2007, 2012), Delory-Momberger (2012) and Passeggi (2011, 2012, 2016). From this dialogue I proposed to listen to the various voices which echo like forms of language of the child with Autism Spectrum Disorder in the different forms of play. Sounds which arise and break barriers. In the construct of the experience, based on theoretical principles, that I searched and discovered the potentials of these mutual learnings in an affective, creative and playful interaction. My biggest focus in the research was to raise people’s awareness to launch in the way of certification and in the possibilities of learnings that a Person with Autism Spectrum Disorder can reach. It is an autobiographical research which intends to discuss about the place of the Other, in an existence which weaves itself in the difference.