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Understanding autistic students’ relationships at school: a dialogical perspective on the development of the self
- Source :
- Pro-Posições, Vol 32 (2021)
- Publication Year :
- 2021
- Publisher :
- Universidade Estadual de Campinas, 2021.
-
Abstract
- Abstract This study mainly aimed to investigate how the relationships established at school affect the constitution of the self of autistic subjects. We carried out a multiple case study with children aged from seven to 14 years old enrolled in a public school that featured diverse profiles, with a total of 11 participants, such as teachers, coordinator, special education assistant (all of them women), as well as five autistic children (three boys and two girls) and two non-autistic girls. During the 6-month period, we conducted interviews with the adults, natural observations of school situations, and collaborative dynamics with the participating children. In light of theories from a dialogical-cultural perspective, it was possible to analyze our findings based on an I-positions framework, self positions, for each participant subject. From the convergence of each of the possible positions of all the subjects, we arrived at three axes of relationship: Playing, Helping, and Caring.
Details
- Language :
- German, English, Spanish; Castilian, French, Italian, Portuguese
- ISSN :
- 19806248
- Volume :
- 32
- Database :
- Directory of Open Access Journals
- Journal :
- Pro-Posições
- Publication Type :
- Academic Journal
- Accession number :
- edsdoj.b99b5058e8f14fa8a64494912b5a7f30
- Document Type :
- article
- Full Text :
- https://doi.org/10.1590/1980-6248-2019-0078en