Autonarrativas no encontro com pedagogas de morada nova ce: uma experiência de promoção da educação inclusiva de crianças com diagnóstico de autismo

Abstract

The research entitled "Autonarrativas no encontro com pedagogas de Morada Nova - Ceará: uma experiência de promoção da educação inclusiva de crianças com diagnóstico de autism" discusses cognitive changes referring to the actions of pedagogues that reflect on the work with autistic children. The context of the research involves the search for the promotion of inclusive education and the broadening of the understanding of the pedagogical path, through the discussion of markers present in the participants' autonarratives. The theme of autism has been widely discussed in scientific research and becomes present in the reflection of school communities that, by welcoming autistic children and promoting school integration, have the task of providing opportunities for learning and inclusive processes. In this direction and, being the author of the study involved in training practices in the context of education in Morada Nova Ceará, the research is organized based on the following question: - How do teachers update and modify their actions related to working with autistic children in school? This study had the central objective of understanding how pedagogass modify their cognitive actions in the relationship with autistic children and, with the work, contribute knowledge and insights that subsidize experiences in which these children in schools are not only integrated, but that the practices promote a welcoming and constructive environment for learning and care, respecting the various forms of being, interacting, learning. We seek as intercessors theoretical authors that we welcome for discussing in an inclusive perspective the subject of autism, among which we highlight: Grandin (2015), Laurent (2014), Ortega (2009; 2008). The method we adopted in our reflection considers the studies of the Biology of Knowledge of Humberto Maturana and Francisco Varela (1997; 2001) and more recent studies of Pellanda (2015), Henriques (2019), De Freitas et al. (2020), who bring the language and the autonarratives as a way to access pathways in which participants experience and make more noticeable changes in behaviors around a question that they welcome in the path of living. In order to construct the methodology of the research, we take as a basis qualitative research and the systemic perspective, in which the researcher is involved as an observer and as a subject who becomes the very act of explaining. We employ the methodology in first person, we observe the actions perceived in the experiences of the participants and we were able to observe and discuss how they understand the pedagogical work with autistic students and how, from the meetings, they modify ideas, emotions and actions in the experience as teachers of autistic students. The research was developed with teachers from the public municipal network of Morada Nova and, due to the Covid-19 Pandemic, it took place through meetings in a virtual environment that favored the weaving of autonarratives. The methodology and procedures of the research involved the use of clues of the catography method in which the lived processes, the flows and the emergencies that we could observe and discuss in the experience of the pedagogical participants are of interest. The approximation of the knowledge of psychology, the area of formation of the author of the study and of pedagogy, enriched with new transdisciplinary research on the concepts and fields of discussion present in the research - autism, cognition - educational inclusion - favored, in the operation of the pedagogical autonarratives, changes in the cognitive actions directed to the promotion of care and the strengthening of the experience of inclusive education in the school. Good meetings were built with pedagogues to talk and build paths related to the path of autistic children in school. From these, we have developed the process of autonarratives that builds possibilities to not Only detail a lived experience, but also to affect and be affected, to become the act of researching with collectives and communities, in this case, a collective of pedagogues. As a result of the research we were able to identify some displacements in the way the pedagogues understand their own experience, worries, willingness to know, search for greater clarity about the learning needs about autism and inclusive education. The listening and observation of the selfreferrals and the networks of conversations woven in the workshops made it possible to trigger processes of transformation in the experience. Ideas, emotions and modes of action emerged in the flows and markers highlighted in the autonarratives as movements and possibilities of transformation. Fears, insecurities, instabilities shared in the workshops became the transcribed excerpts brought to reflection. Trust, a desire to learn and promote inclusion became perceptible in the experience. Ideas about the difference in working with autistic children in an inclusive school emerged as possibilities for Building pedagogies. And the feeling that remained for the author of all this trajectory is that inclusive education is a challenge that we need to take on, it is not simple and it is worth emphasizing that we can broaden the understanding in this meeting between the fields of pedagogy and psychology, complexed by adopting the transdisciplinary and systemic perspective, promoting meetings that possbilitate autonarratives that configure processes of self constitution and knowledge. The understanding of the learning path of autistic children requires rigorous study and also that our own clinical experience and training follow. After all, everything begins with the dream of changing something, starting with ourselves. Forward!