AUTISMO: O VIÉS PATOLÓGICO E SUAS IMPLICAÇÕES NO PROCESSO DE ESCOLARIZAÇÃO

Abstract

"Autism: the pathological bias and its implications in the schooling process" is the result of a research work carried out in the Postgraduate Program in Education, Academic Master's Degree, Faculdade de Inhumas (FacMais), within the research line Education, Culture and Pedagogical Processes, whose assumptions prioritize studies related to knowledge, culture and practices that shape the institutional dynamics of educational actions. The general objective of this study was to unveil the implications of the pathological bias in the understanding of autism and its manifestations in the schooling process. The specific objectives were: i. Highlight the historical course of the conceptions about autism; ii. Analyze the media influences and the legal devices about autism in school environment; iii. To raise questions about the need of depathologizing autism. This is a qualitative research, considering the complexity of the chosen object of study and the permanent movement of change around conceptions, theories, and educational policies that contemplate it. To reach the purpose of the investigation, a bibliographic research was carried out, focusing on scholars who deal with the processes involved in the schooling of the person with autism, highlighting: Baptista and Bosa (2002), Cunha (2013, 2019), Frances (2016), Furtado (2006), Gomide (2009), Lacerda (2018), Mello et al. (2013), Orrú (2013), Rodrigues (2017) and Silva (2014). The question-problem that mobilized the arguments and propositions presented during the study was: How does the pathological interpretation of autism influence the schooling process of autistic people? In the reading, we sought a political affiliation with international and national movements that defend autism as one more of the several forms of human life in opposition to the pathologizing tendency. In this context, there is the Movimento Despatologiza, which, in Brazil, is connected to the Forum on Medicalization of Education and Society, both committed to providing information to society about the phenomenon of medicalization, which has been naturalized inside the school institution. The results point to a naturalization of autism as a disease, discarding aspects related to the history of the individual and to his specific characteristic of interacting with the world. Thus, the process of schooling autistic people becomes stigmatized, as the label determines - in most situations - the conduction of pedagogical practices.