A ontoepistemogênese de crianças autistas através da utilização de tecnologias touch.

Abstract

To study autism from a paradigm that brings together what science was separated, allows us to think about practice without preconditions, in actions where the autistic child before anything else is seen as a subject, as a child full of possibilities, capable of learning, that have desires and needs. This research focused on the concept of ontoepistemogenesis on three autistic children, triggered by the use of touch technologies in challenging environments. The ontoepistemogenesis is a process of complexification in which the subject, once coupled to its environment, becomes integral with repercussions in every dimension of its being. Theoretically supported by the assumptions of the complexity paradigm, the Biology of Cognition theory by Humberto Maturana and Francisco Varela and the principle of learning from noise by Henri Atlan, we sought to understand the process of cognition/subjectivity of these three subjects. The approach of autism in this study was based on neuroscience studies of neuroplasticity. The proposed challenging environment emerges through the use of games on the iPad as well as the interventions and approaches made as children interact with the equipment and with the environment. The whole process was recorded on audio and video, as well as logged in research report. The use of these instruments made possible new forms of interventions in our sessions, which have been mapped. The results point to changes in aspects of cognitive, affective, emotional and communication capacities in the subjects, and the importance of a school that includes autistic children.