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Understanding autistic students’ relationships at school: a dialogical perspective on the development of the self

Authors :
Raquel Pacheco
Sandra Ferraz de Castillo Dourado Freire
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