A CONSTRUÇÃO DA AUTONOMIA DE ESTUDANTES COM TEA NO AMBIENTE ESCOLAR: CONTRIBUIÇÕES INTERACIONAIS E MULTIMODAIS
DOI:
https://doi.org/10.63330/aurumpub.020-018Palavras-chave:
TEA, Autonomia, Atenção conjunta, Toque, Multimodalidade, ACE, InclusãoResumo
Este artigo discute como a autonomia de estudantes com Transtorno do Espectro Autista (TEA) é construída em e pela interação no cotidiano escolar. Com base em literatura recente sobre autismo, toque e aprendizagem em interação, articulada ao quadro da Análise da Conversa Etnometodológica (ACE), argumentamos que a autonomia não é um traço interno e fixo, mas uma realização situada que emerge quando rotinas, recursos multimodais (fala, olhar, postura, materiais e toque) e arranjos de participação são calibrados às necessidades do estudante. Sistematizamos práticas de recrutamento, manutenção e monitoramento da atenção; descrevemos funções pedagógicas do toque (pastoreio, atenção, controle-afetivo, educativo) e propomos princípios para desenho de ambientes e rotinas inclusivas que favoreçam a autodireção, a participação com a turma e o recuo progressivo de andaimes de apoio.
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