Aprendizagem e relações intersubjetivas de crianças diagnosticadas com autismo.

Abstract

In the light of the Theory of the Biology of Knowledge of Humberto Maturana and Francisco Varela, based on the Paradigm of Complexity, we are autopoietic beings, once we are constantly self-constructing each other. During this process of subjectivation, we complexify ourselves and elaborate learnings that emerge in the dynamic flow of life. In this perspective, there is a great necessity of potentializing this authorship of thinking, because there are still children who do not see themselves as authors of their own knowledge, attributing very little or no sense of subjectivity to their learnings, once they do not have reflexive moments of self-listening and, neither, are able to see themselves as inclusive observers in the observing process itself. In this study, the focus is the children diagnosed with Autistic Spectrum Disorder – ASD, who suffer with the complications of the autism dyad, what implicates in the deficits that affect decisively their communication and social interaction, as well as their behavior, when highlighting restricted and repetitive patterns. Facing this reality, my objective is to understand the process of subjectivation and learning of children diagnosed with Autism during the interactions with other kids, in an autopoietic environment, by means of workshops that value the capacity of self-consciousness and self-invention. Thus, the theoretical frame of this research highlights the complex thinking as the conducting line for the comprehension of subjective, cognitive and affective-emotional processes, considering the principle that the living and learning are interconnected, what is emphasized by the Theory of Biology of Knowledge of Humberto Maturana and Francisco Varela (1980). It brings the central concept of this Theory, the autopoiesis, showing the sense of self-production. Such concepts offer the theoretical support, as well as they configure the fundamental waving for the understanding of emergencies. This study is constituted by a cartographic methodology, which potentializes its hints that appear along the empiric research, valuing its subjective aspects that cannot be ruled nor crystalized, once it does not foresee fixed structures. The theoretical marks used are: the construction of autopoiesis and the process of complexification, which take into consideration the children’s livings, signaling their transformations along this relational process. From these studies, I highlight that the instruments of cognition as the iPad and playing, inside a complex environment, are elements capable of causing perturbations and processes of self-organization in children diagnosed with ASD, improving the perception about themselves and about the world, helping them to build new subjective learning paths, beyond relieving the symptoms which are characteristic from the Autism.